Дисертації з теми "A system of professional medical education"
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1
Mpuntsha, Loyiso F. "Continuing professional development in medicine : the inherent values of the system for quality assurance in health care." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52173.
Повний текст джерелаАнотація:
Thesis (MPhil)--Stellenbosch University, 2001.ENGLISH ABSTRACT: The practice of medicine has always been a big area of interest as a profession. The focus ranges depending on issues at hand - it may be on the educational, training, humanistic, economic, professional ethics and legal aspects. One area of medicine that is under the spotlight around the world is that of the maintenance of clinical competency, followed very closely and almost linked to professional ethics. This study follows the introduction of a system of Continuing Professional Development (hereinafter also referred to as CPD), in South Africa and an overview of how it has been introduced in a few other countries. The main areas of focus being the extrication of inherent values of CPD, relating this aspect to quality improvement in medical health care. The medical profession as well as most of the interested parties, has different perspectives regarding the fact that the system is regulated through legislation. There is also the doubt whether the CPD system will be effective in achieving the goals that it has been set to achieve. Although a system of Continuing Medical Education has been a tradition in all countries, which implies that the CPD system is not totally new as far as the educational principles are concerned, the values accruable need to be exploited. It is the possible success of this kind of evaluations that may foster more understanding of the inherent values in this CPD system.
AFRIKAANSE OPSOMMING: Beroepsgewys het die praktyk van geneeskunde nog altyd groot belangstelling gelok. Die fokus verskuif na gelang van die onderwerpe ter sprake. Dit wissel van opvoedkunde, opleiding, humanisme, ekonomie, en professionele etiek tot regsaspekte. Dwarsoor die wêreld word daar gefokus op die handhawing van kliniese vaardighede, gevolg deur professionele etiek wat ook daarin verweef is. Hierdie studie bespreek die instelling van 'n stelsel van Voortgesette Professionele Ontwikkeling (hierna verwys na as VPO) in Suid-Afrika asook oorsig oor die wyse waarop dit in 'n paar ander lande ingestel is. Die klem lê op die inherente waardes met betrekking tot die verbetering gehalte in mediese gesondheidsorg. Die mediese beroep, asook meeste van die belangegroepe het verskillende opvattings oor die feit dat die stelsel deur wetgewing gereguleer word. Daar is ook twyfel of die VPO-stelsel in sy vooropgestelde doelwitte sal slaag. Wat die opvoedkundige beginsels betref, is die VPO-stelsel nie totaal en al nuut nie. Alhoewel VPO in ander lande tradisie is, is dit nodig om die totstandkoming van waardes te ontgin. Die moontlike sukses van hierdie tipe van evaluasies mag dalk beter begrip ten opsigte van die inherente waardes in die VPO-stelsel bevorder.
2
Owais, Mohammad Hamza. "Development of Intelligent Systems to Optimize Training and Real-world Performance Amongst Health Care Professionals." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556914525013002.
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3
Koff, Nancy Alexander. "Trainee negotiation of professional socialization in medical education." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184888.
Повний текст джерелаАнотація:
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.
4
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.
Повний текст джерелаАнотація:
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.
5
Edwards, Kelly Alison. "Teaching for professional responsibility in medical practice /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7649.
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6
Lapa, G. M. "English professional language “infectology” in the system of medical discourse." Thesis, БДМУ, 2020. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18270.
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7
Rawdin, Clare. "Professional subjectivities in a therapeutically-orientated education system." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7451/.
Повний текст джерелаАнотація:
In numerous countries, including the United Kingdom (UK), America, Australia, and Sweden, Social and Emotional Learning (SEL) initiatives represent a dominant manifestation of ‘therapeutic education’ (TE) which has emerged in response to growing concerns about the emotional well-being and mental health of children and young people. Implemented by a diverse range of lay experts, including teachers, teaching assistants, coaches and consultants, SEL-work emphasises the teaching of socio-emotional skills. Drawing on a critical realist framework, this thesis explores the ways in which SEL, is constructed both through language and practice and the wider implications of these discursive constructions for professional subjectivities. This research employs a realist ethnographic design across three school sites in the East Midlands area of the UK. Qualitative data, gathered through interviews, in-depth observations and documentary materials reveal a number of tensions within these constructions of SEL. In addition, an analysis of the qualitative data draws attention to an emerging and idealised professional subjectivity, namely, the teacher as charismatic emotional hero. The thesis argues that, despite some positive constructions of SEL, therapeutic practices in schools are often a site at which the psychopathologisation of children occurs.
8
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.
Повний текст джерелаАнотація:
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.
9
O'Sullivan, Anthony John Public Health & Community Medicine Faculty of Medicine UNSW. "Assessment of professionalism in undergraduate medical students." Awarded by:University of New South Wales. Public Health & Community Medicine, 2007. http://handle.unsw.edu.au/1959.4/40754.
Повний текст джерелаАнотація:
This thesis investigates professionalism in undergraduate medical students. Professionalism is comprised of values and behaviours that underpin the contract between the public and the medical profession. Medical errors are reported to result in significant morbidity and are in-part related to underdeveloped professionalism. The aim was to determine whether aspects of professionalism were underdeveloped in medical students. A questionnaire with 24 clinical and medical student vignettes was taken by Year 2, 4, and 6 medical students from UNSW Medicine 3801 and their responses where compared to responses from practicing Clinical Academics. Second, fourth and sixth Year medical students' responses differed from Academics in two aspects of professionalism, firstly, high ethical and moral standards and secondly, humanistic values such as integrity and honesty. A second component of this thesis was to determine whether student's responses to professionalism changed as they progressed through the medical program. Year 2 and 4 students had very similar responses except for the aspect responsibility and accountability. Similarly, the Year 2 and 6 students differed in only two of eight aspects of professionalism, that is, high ethical and moral standards and humanistic values and responsibility and accountability. These findings suggest that students' approaches to some aspects of professionalism do change slightly as they progress through a medical course, however there does not appear to be a clear decline or development of professionalism as a whole. Responses from the Year 2, Medicine 3801 and Medicine 3802 (new medical program) medical students were compared and no statistically different responses. This finding would indicate that professional behaviour was very similar between these two groups of students. Certain aspects of professionalism seem to be underdeveloped in medical students compared with Academics. These aspects of professionalism may need to be targeted for teaching and assessment in order that students develop as professionally responsible practitioners. In turn, students with well-developed professionalism may be less involved in medical error, and if involved they may have the personal values which can help them deal with error more honestly and effective.
10
Bruckner, Terri Ann. "Using an Argument-based Approach to Validity for Selected Tests of Spatial Ability in Allied Medical Professions Students." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371562493.
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Castro, Thiago Figueiredo 1986. "Reflexões sobre a prática de supervisão no Programa de Valorização do Profissional da Atenção Básica (PROVAB) e no Programa Mais Médicos." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/312511.
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Orientador: Aparecida Mari IgutiDissertação (mestrado profissional) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas
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Resumo: Saúde é um direito social conquistado, e a efetivação deste direito só se cumpre com o enfrentamento dos seus dois principais entraves: financiamento em saúde e gestão dos recursos humanos em saúde. O Brasil tem lidado com a questão dos recursos humanos em saúde através de programas governamentais que têm por finalidade o provimento de profissionais e a melhoria da qualidade da formação destes. O PROVAB ¿ Programa de Valorização do Profissional da Atenção Básica e o Programa Mais Médicos são os dois mais recentes programas na área. O presente trabalho objetiva refletir e analisar, a partir da experiência do Sujeito-Pesquisador como Supervisor do PROVAB e do Programa Mais Médicos, sobre o papel da supervisão prática nestes programas, e também sobre suas potencialidades e limites como ferramenta pedagógica. Trata-se de um estudo de natureza qualitativa e exploratória, baseado em relatos de experiências do Sujeito-Pesquisador, ocorridas no período de 2013 a 2015. Realiza-se um estudo descritivo dos programas, em seguida são relatadas as experiências selecionadas de supervisão, e por fim realiza-se a construção de categorias de análise. São delimitados três grupos de categorias: supervisão em contexto, papel da supervisão e ferramentas de supervisão. A pesquisa encontra seus limites na contemporaneidade aos fatos, que dificultam o encontro de dados e fontes distintas às fornecidas pelo governo federal, além da própria escolha metodológica, que remete os achados ao olhar implicado do autor. Com este trabalho, verifica-se que a prática de supervisão no PROVAB e no Programa Mais Médicos tem grande potência pedagógica, e que uma melhor definição do papel do supervisor, assim como a incorporação de novas ferramentas, tal qual o Grupo Balint-Paidéia e a Supervisão Ampliada, são algumas das propostas para o avanço dessas políticas. Novos estudos são necessários, para ampliar o olhar dos profissionais, gestores, equipe, usuários sobre os programas e, verificar as mudanças ocorridas, e a influência/potência da supervisão nestas mudanças
Abstract: Health is a conquered social right, and the fulfillment of this right only occurs with the confrontation of its two main obstacles: financing and management of the health workforce. Brazil deals with the issue of human resources for health through government programs to provide professionals and improve the quality of training. The PROVAB - "Professional Enhancement Program Primary Care" (Professional Improvement Program Primary Care) and (More Medical Program) "More Doctors Program" are the two most recent programs in this field. This article aims to reflect and analyze, from the experience of the subject-researcher as a Supervisor on the role of practical supervision in these programs on their potential and limits as a pedagogical tool. This is a study of qualitative and exploratory nature, based on reports of subject-researcher experience, during the period from 2013 to 2015. The author develops a descriptive study of the programs and reports selected supervisory experiences, and finally performs the construction of analysis categories, organized into three groups: supervision in the context, the role of supervision and supervision tools. The research finds its limits in the contemporaneity to the facts, making it difficult to collect different data and sources provided only by the federal government, also in from the specific methodological choice, referred the findings to the implicated author's look. With this work, it seems that the practice in supervision on the PROVAB "More Doctors Program" has great educational power, and that a better definition of the role of the supervisor as well as the incorporation of new tools, such as Balint-Paideia¿s Groups and the "enhanced supervision" are some of the proposals for the advancement of these policies. More studies are needed to broaden the perspectives of professionals, managers, team members about the programs and verify the changes occurred, and the influence / power of the supervision in these changes
Mestrado
Política, Planejamento e Gestão em Saúde
Mestre em Saude Coletiva
12
Ryynänen, K. (Katja). "Constructing physician's professional identity - explorations of students' critical experiences in medical education." Doctoral thesis, University of Oulu, 2001. http://urn.fi/urn:isbn:9514265211.
Повний текст джерелаАнотація:
Abstract
The formation of a physician's professional identity and conception
of
him/herself as a doctor is often taken for granted and considered a
by-product of learning. During professional socialization, medical
students internalize knowledge, skills, attitudes, behavioral models as
well as ethical and moral values of medicine. However, certain critical
experiences may trigger an active construction of professional identity.
The aim of this research was to explore the process of constructing
professional identity during medical education in the framework of
cultural-historical activity theory. Multiple methods (questionnaires,
videotapes of medical students' reflection group sessions, and interviews
of the supervisors) were used in data collection and analysis.
Medical students were found to have differing orientations towards
learning and practising medicine. Some of the students, more commonly
females, expressed a need for more support for their professional
development. Reflection groups offered medical students a possibility to
share their experiences of critical situations. The topics of discussion
dealt with career choice, medical education (teaching, patient encounters,
communication), working experiences and career opportunities. Medical
students' narratives of their experiences in university hospital learning
situations revealed the way in which various interaction situations laid
the basis for the development of professional identity. In constructing a
physician's professional identity, medical students had to solve dilemmas
encountered in three different activity systems: Personal life, Medical
education and Work.
Encountering critical situations is part of the daily practice in
medical
schools. These situations may induce reflection on action and conscious
development of professional identity. Medical students should be provided
with more possibilities to elaborate on especially dilemmas concerning
professionalism, communication skills, encountering death, and biomedical
versus psychosocial aspects of medicine during their medical education.
13
Osterberg, Lars, David Hatem, Kevin Moynahan, Rob Shochet, and Erika Goldstein. "Back to the Future: What Learning Communities Offer to Medical Education." LIBERTAS ACAD, 2016. http://hdl.handle.net/10150/621731.
Повний текст джерелаАнотація:
Learning communities (LCs) have increasingly been incorporated into undergraduate medical education at a number of medical schools in the United States over the past decade. In an Association of Medical Colleges survey of 140 medical schools, 102 schools indicated that they had LC (described as colleges or mentorship groups; https://www.aamc.org/initiatives/cir/425510/19a.html). LCs share an overarching principle of establishing longitudinal relationships with students and faculty, but differ in the emphasis on specific components that may include curriculum delivery, advising/mentoring, student wellness, and community. The creation of LCs requires institutional commitment to reorganize educational processes to become more student centered. LCs are beginning to show positive outcomes for students including benefits related to clinical skills development, advising, and student wellness, in addition to positive outcomes for LC faculty.
14
Bonavitacola, Alexis C. "Teachers' perceptions of the impact of the McREL Teacher evaluation System on professional growth." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3623266.
Повний текст джерелаАнотація:
The purpose of this qualitative study was to investigate teachers' perceptions about the impact of the McREL Teacher Evaluation System on their professional growth. The sample comprised 15 teachers of students in Kindergarten to Grade 4 in a suburban New Jersey school district who participated in Year 1 implementation of a new standards-based teacher evaluation model. Participants were asked to explore the professional teaching standards in the McREL Teacher Evaluation System. The conceptual framework included adult learning, critical thinking, and reflective practice. The themes that emerged defined a new teacher-driven interpretation of leadership and a collective responsibility to a shared vision of student learning. The study highlighted the expectations of meeting the learning needs of a more diverse population of students; applying content knowledge, specifically the Common Core State Standards; facilitating learning through various instructional strategies and modalities that cultivated critical thinking with colleagues and contemporary students; and engaging in reflection of teacher practice as a significant catalyst for growth. The study also emphasized the need for strategic systems of strong organizational support as essential to a successful implementation process.
15
Bell, Jane. "How is practice learnt? : the professional development of medical educators undertaking an MA Education." Thesis, University of Winchester, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697715.
Повний текст джерелаАнотація:
This thesis considers the experience of a group of medical educators undertaking an MA Education programme. At its heart is the notion that actions and thinking are determined by unacknowledged ideas and assumptions and the premise that if these can be unearthed and understood they can be examined, considered, changed and developed. Most medical educators are medical practitioners who, in addition to their role as clinicians, have become educators. They are in a unique position to influence the practice of their colleagues and so affect the quality of medical care that patients receive. Currently medical education is underpinned by an unacknowledged technical-rational approach which mistakes the nature of professional practice and the nature of education. Medical education is being pursued as a branch of medical practice, rather than as a branch of education. The MA Education (medical educators) programme at the University of Winchester embodies a very different approach to the one prevailing in medical practice and education. It is an approach that is acknowledged and critiqued and which recognises the nature of professional practice and education. Using a methodology derived from educational research, the response of medical educators to the MA programme is investigated through data collected from eleven semi-structured interviews. The response of the interviewees to the programme is analysed and its consequences and implications explored. Although the programme’s approach is initially surprising and uncomfortable for medical educators they recognise their practice within it and develop professionally, primarily as educators but also as clinicians. The findings show that medical educators and medical education need to acknowledge and shed the prevalent technical-rational approach and embrace an approach which embodies an appreciation of the nature of professional practice and of education and of practice is learnt. The MA programme experienced by the medical educators in this study is one example of how this can be achieved. The contribution of this thesis is to analyse one way in which medical educators can shed their technical-rational approach to professional practice and how and why they develop professionally through so doing. It emphasises the pivotal role of medical educators within medical practice and draw attention to the importance of the question of how practice is learnt.
16
Arunachallam, Sathasivan. "The development of a model for continuing professional development for professional nurses in South Africa." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/2377.
Повний текст джерелаАнотація:
Philosophiae Doctor - PhDComparative analysis of the CPD systems internationally and nationally revealed that CPD is mandatory for some whilst for other countries it is compulsory, but not mandatory for licensing purposes. Licensing occurs on a yearly basis, but CPD recognition is accredited over a time period with expiry deadlines and minimum requirements. A portfolio was a common method of recording and proof of evidence for CPD, and a continuous theme was that CPD is needed to ensure competency. The Nursing Act 33 of 2005 makes provision for CPD for nurses but to date the South African Nursing Council has not yet decided on a model of CPD for implementation for SA nurses.
South Africa
17
Powers, Brook Marie. "Integrative Medical Practice: A Proposed System for Women's Healthcare." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-03212008-095148/.
Повний текст джерелаАнотація:
Female health is a complex and dynamic component of the female lifecycle. It is not based on a single entity, rather it is holistic and comprised of several individual facets. Thus, female healthcare should be approached from a wellness perspective and treated in an integrative system. While an integrative approach to healthcare is optimal for all people, this research study explores female development holistically as it relates to wellness and integrated healthcare.
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Marlowe, Elizabeth P. "“I JUST NEED TO GET MYSELF SUPERVISED:” EXPLORING TRANSFORMATIVE LEARNING IN THE DEVELOPMENT OF PROFESSIONALISM AMONG PHYSICIANS IN THE FIRST YEAR OF GRADUATE MEDICAL EDUCATION." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4327.
Повний текст джерелаАнотація:
The study explored the learning experiences of first-year resident physicians during the first year of graduate medical education. The experiences of four intern physicians in the first year of residency training at an urban academic health system provided the site for the research. An exploratory case study research design was employed to examine the learning experiences of these new physicians. A qualitative approach was used to analyze data from interviews and ethnographic observations. The findings of this research study provide evidence surrounding how and what these physician trainees learned regarding professionalism during the first year of residency training.
The findings indicate these first-year resident physicians experienced significant learning related to professionalism through incidental learning in the clinical environment, particularly from role models and the hidden curriculum. The interns learned both positive and negative professional behaviors from attending physicians. The findings illustrate the increases and decreases of confidence due to the development of clinical skills, increase in responsibilities, and increase in autonomy experienced by all four participants across the first year of residency training. Additionally, the findings highlight the important role of critical incidents, particularly memorable patient encounters, as potentially transformative learning experiences for these interns. Finally, the findings enumerate the pervasive influence of the hidden curriculum of graduate medical education on what these new physicians learned about professionalism, particularly the unprofessional social norms transmitted through attending physicians and others within the context of clinical learning.
The findings of the research study support the conclusions that a) incidental learning experiences during the first year of residency education directly influenced how and what these new physicians learned regarding professionalism; b) these intern physicians experienced non-transformative learning during the first year of residency, but critical reflection and critical self-reflection after critical incidents did hold the potential to result in learning that was transformative; and c) the ubiquitous nature of the hidden curriculum significantly impacted what these first-year residents learned about professionalism. These conclusions contribute to the literature related to the development of professionalism in the new physician and the power of the hidden curriculum in medical education to influence professional identity development. Implications for medical educators and recommendations for future research are also identified.
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Jablonski, Jan O. D. "Employment Status and Professional Integration of IMGs in Ontario." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20685.
Повний текст джерелаАнотація:
This study investigated international medical graduates (IMGs), registered between January 1, 2007 and April 14, 2011, at the Access Centre for Internationally Educated Health Professionals in Ontario. By way of logistic regression in a cross-sectional design, it was found that permanent residents who were recent immigrants had lesser chances of being employed full-time at registration (baseline). By way of survival analysis in a cohort design, it was found that younger IMGs who have been in Canada less than 5 years and who have taken the Medical Council of Canada Evaluating Exam (MCCEE) have the greatest chances of securing residency positions in Canada or the US, whereas IMGs from Eastern Europe, South Asia and Africa have lesser chances. It was revealed that registered IMGs are a vulnerable population, and certain groups may be disadvantaged due to underlying characteristics. These groups can be targeted for specific interventions.
20
O'Shaughnessy, Susan. "Changing professional identities of foreign language lecturers in the Irish higher education system." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14651/.
Повний текст джерелаАнотація:
In this study I argue that professional identity is changed to a large extent by the effects of time and space on both individuals and groups. By using Bourdieu's key concepts of habitus, capital and field in relation to each other, this smallscale research project into the changing professional identities of German language lecturers in a number of Irish higher education institutions demonstrates how the choices made are influenced by individual and collective history (conceptualised by habitus and capital over time) and the social spaces or institutions within which these agents interact (fields). With the reduction in demand for German over the last decade lecturers have been obliged to refocus on new disciplines and specialisms or, in the case of part-time staff, have had to adapt to moving completely out of the profession. The thesis begins by outlining the background of structural changes that have affected the professional identities of language teachers and academics. It goes on to position the project within a framework provided by Bourdieu' s concepts. As an affected member of this professional group, I use the concept of reflexivity to show how an insider's perspective gives insights into power relations within a higher education institution undergoing constant structural change. The fields of European, national and institutional language policies are analysed and this leads on to a critical engagement with the narratives of a group of 13 German lecturers and former lecturers from one institution who have been obliged to cope with challenges within a specific institutional field and with a professional habitus similar to my own. The conclusion highlights the factors that have affected successful and unsuccessful transitions in professional identity, suggesting that the passage of time and the creation of a unified professional space can support the formation of stable individual and collective identities.
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Li, Xiping. "Web-based Medical Imaging Simulation System for Education and Research." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/682.
Повний текст джерелаАнотація:
In this work, a major effort has been made to establish an Internet accessible system for medical imaging simulation as a convenient service under the cloud computing environment. First, an Internet accessible, medical imaging education platform has been developed. It includes teaching and dynamic assessment tracking system for five commonly used imaging modalities. The system is integrated by the open source MySQL database software that manages updating materials and also tracks students’ learning engagements, which allow the reliability and appropriateness of the on-line teaching material and assessment methods to be optimized. The evaluation results have shown increased learning gains promisingly. Second, a prototype simulation service platform has been established. It is based on a job-oriented work flow to provide different kinds of service to users to perform medical imaging simulation. These simulations not only include the straightforward CT data reconstruction based on Radon transform, but also the sophisticated PET imaging simulation based on GATE as well. The QGATE’s client-server configuration can manage the GATE system to queue and monitor the submitted simulation scripts and return simulation results. The system is suitable for classroom training and easy to use for students or new users to the field of nuclear medicine imaging simulation. Finally, based on the developed simulation platform, a simulation study on PET imaging has been carried out. Event-based dynamic justification method has been tested based on the phantoms generated by NCAT associated with different breathing signals. The results show its potential capability of motion correction for PET data acquisition.
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Lindberg, Ola. "'Let me through, I'm a Doctor!' : Professional Socialization in the Transition from Education to Work." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-53434.
Повний текст джерелаАнотація:
Based on four articles, this compilation thesis analyses the demonstrated com-petence defining a medical doctor, to the extent to which he or she acquires a high status and high level of employability in professional practice. Overall, the thesis aimed to describe and analyse professional socialization during doctors' transition from education to work. Questions addressed included how higher education should be understood as preparation for professional practice, how ideals of the future professional were conceived and how these ideals differenti-ated 'good' from 'bad' doctors in professional development and recruitment. The research employed a version of practice theory as its theoretical framework, developed with the aid of work by Pierre Bourdieu, Judith Butler, John Dewey and Theodore Schatzki. Throughout the individual studies, ideals were con-structed and understood as moral imperatives, stating how doctors are expected to perform in professional practice. Article I explored the ideals of academia and higher education practices in a general sense. In this study, the ideals involve the perceived function of higher education in relation to work. Three different and conflicting perspectives were constructed with the aid of a literature study. Arti-cle II was a survey investigation of how two cohorts (n=169) of recent graduates from a Swedish medical programme viewed their competence and the prepara-tion they received for work through the medical programme. The results show that graduates might be overly prepared from a knowledge perspective, while lacking in practical skills and preparation for difficult situations in the work-place. Article III investigated the ideals of the medical programme using an interview study with eight medical students and eight medical teachers. The ideals constructed show how conflicting ideals, such as strength and humility, shape conceptions of the future professional. Finally, Article IV reports an inter-view study with recruiters of medical interns in Sweden's 21 most popular hospi-tals. Results showed that the most attractive candidates balanced two traits: orientation towards performance and orientation towards human relations. They also successfully demonstrated possession of these qualities in their appli-cation and subsequent interview. Overall, the results from the studies indicated that there are great differences between views of proper preparation for work and views of the highly-employable doctor. While medical knowledge and skills were seen as important in preparation for work, they were absent in the views of the highly-competent and employable doctor. Instead, generic attributes, such as drive, curiosity, cooperativeness, warmth, maturity and reflectiveness, char-acterised descriptions of the most accomplished medical professionals. These attributes also were seen primarily as developed before or 'beside' the formal medical education programme.
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Medal, Diana Steed. "Distance instruction in medical terminology for occupational therapy students in Yokkaichi, Mie, Japan." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1999.
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Speller, Heather Korkosz. "Perspectives on Intern Well-Being: The Importance of Education, Support, and Professional Satisfaction." Yale University, 2010. http://ymtdl.med.yale.edu/theses/available/etd-05132010-164236/.
Повний текст джерелаАнотація:
The purpose of this qualitative study was to explore intern's perspectives on how the professional environment impacts their well-being. In-depth, semi-structured interviews were conducted in March and April of 2009 with seventeen interns from residency programs in a variety of specialties at an urban teaching hospital. Investigators coded interview transcripts line-by-line, and identified recurrent themes through an iterative process of analyzing tagged quotations. Three themes (each with three sub-themes) characterized aspects of the professional environment that interns perceived as impacting their well-being: 1) high-quality education (workload, work hours, and quality and quantity of teaching), 2) professional development and satisfaction (making a meaningful contribution to patient care, positive feedback and extrinsic reward, and balance of autonomy and supervision), and 3) social and emotional support from colleagues (feeling supported by the residency program, cooperative team environment, and intern community). These aspects of the professional environment have the potential to significantly impact intern well-being, and should be taken into consideration when developing new systems, interventions and policies to improve the well-being of interns.
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Kerry, Matthew James. "Person and professional program determinants of health provider student attitudes toward inter-professional teamwork." Thesis, Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/45745.
Повний текст джерелаАнотація:
Health provider student characteristics and professional program were evaluated as predictors of attitudes toward inter-professional (IP) teams. Sixteen months after completing a self-report battery of demographic and non-ability trait measures, participants completed a second survey (N = 213), assessing components of attitudes toward IP teams. Non-ability traits showed comparable within-program predictive validities for affective reactions toward IP behavior. Additionally, results indicated the incremental predictive validity of trait Dominance and Motivational Inter-professional Team Intelligence, over professional program, for IP attitudes and affective reactions toward IP behavior, respectively. The independent, relative, and joint roles of non-ability individual differences and professional program as determinants of IP training outcomes are discussed.
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Dahlin, Marie. "Future doctors : mental distress during medical education: cross-sectional and longitudinal studies /." Stockholm, 2007. http://diss.kib.ki.se/2007/978-91-7357-147-0/.
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Moralee, Simon. "Practising change in strongly institutionalized environments : using system capital, being system centric." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/practising-change-in-strongly-institutionalized-environments-using-system-capital-being-system-centric(24ca6cbd-7f3c-434d-8377-04321ee0af40).html.
Повний текст джерелаАнотація:
This thesis outlines a study into institutional change analysing how certain senior individuals, called opinion leaders, were able to achieve change within the strongly institutionalized environment of medical education. It is situated in the complex and contested context of the English National Health Service, which for more than 60 years has seen numerous managerial, organizational, political and professional changes, which have impacted upon the roles and relationships of medical professionals, managers and government. Adopting a retrospective case study approach, the research centres on the specific case of the Enhancing Engagement in Medical Leadership (EEML) project, which had national-level sponsorship and status, directly involving a multitude of senior NHS bodies, representatives and individuals, to embed leadership and management training into medical curricula. Medical curricula are a mediated result of cultural, social, political and economic forces (Kuper and D’Eon, 2011) rooted in the construction of professional identity and transformation from lay person to professional. Prior to this project, there had been limited attempts to engage the medical profession in leadership and management conspicuously through the curriculum, because of the difficulty of including new content into already crowded specialty curricula, given the constraints of time and resources for medical training. Using conceptual insights into agency in institutional theory, such as institutional work (Lawrence and Suddaby, 2006) and institutional entrepreneurship (DiMaggio, 1988); practice theory (Feldman and Orlikowski, 2011; Nicolini, 2012); social position (Battilana, 2011) and capital (Lockett et al., 2014; Bourdieu, 1986), this study explores how project members enacted change within medical education. It analyses the processes involved in their actions and practices and establishes how this case furthers understanding of strongly institutionalized environments. Interviews were conducted with members of the EEML project team and steering group, many of whom had positions of influence and status in other relevant organizations in this field. In addition, a review of documentary data encompassing published and non-published project materials was undertaken. An open coding and thematic analysis approach was taken to gain deeper insight into the interview data, whilst the documentary evidence was used to confirm and support the interview analysis. This case study research reveals that contextual and environmental conditions, as well as exogenous shocks and endogenous motivation led to this change initiative occurring. Routine and recognised ‘practices’ resulted in significant change through embedding the Medical Leadership Competency Framework (MLCF) into contested medical curricula space. Opinion leaders were able, with other project members, to adopt an approach to change, understanding the prevailing conditions, identifying the project’s purpose and committing to an emerging form of practice known as ‘mirroring’. Moreover, this study explores how opinion leaders achieved change through making use of theirs’ and others’ capital resources to form a cross-field collective capital, known as system capital. Using this, they adopted a disposition in their practice beyond professions known as system centrism.
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Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.
Повний текст джерелаАнотація:
Thesis (MEd)--Stellenbosch University, 2012.Bibliography
This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.
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Mayta-Tristan, Percy, Elías Reneé Pereyra, Juan José Montenegro-Idrogo, Christian R. Mejia, Berrospi Fiorella Inga, and Holguín Edward Mezones. "Profile and professional expectations of medical students from 11 Latin American countries: the Red-LIRHUS project." Biomed Central Ltd, 2017. http://hdl.handle.net/10757/622009.
Повний текст джерелаАнотація:
Background
Latin America is undergoing a human resource crisis in health care in terms of labor shortage, misdistribution and poor orientation to primary care. Workforce data are needed to inform the planning of long-term strategies to address this problem. This study aimed to evaluate the academic and motivational profile, as well as the professional expectations, of Latin American medical students.
Results
We conducted an observational, cross-sectional, multi-country study evaluating medical students from 11 Spanish-speaking countries in 2011–2012. Motivations to study medicine, migration intentions, intent to enter postgraduate programs, and perceptions regarding primary care were evaluated via a self-administered questionnaire. Outcomes were measured with pilot-tested questions and previously validated scales. A total of 11,072 valid surveys from 63 medical schools were gathered and analyzed.
Conclusions
This study describes the profile and expectations of the future workforce being trained in Latin America. The obtained information will be useful for governments and universities in planning strategies to improve their current state of affairs regarding human resources for health care professions.
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Du, Yina. "A Portable Pediatrics Medical Education Assessment System for the Pediatrics Milestone Project." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406821832.
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Falah, Jannat Faiez M. "The characterisation of a virtual reality medical training system for anatomy education." Thesis, Glasgow Caledonian University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636813.
Повний текст джерелаАнотація:
The field of medical education is an ever evolving area constantly enriched by newly discovered information and changing facts provided by active research in all areas of medicine. The recent years have witnessed the introduction of a number of promising technologies and applications to medical education to meet this demand. Virtual Reality (VR) applications are considered one of the evolving methods that have contributed to enhancing medical education. This Thesis utilises Virtual Reality to provide a solution to improve the delivery of the subject of anatomy to medical students, and facilitate the teaching process by providing a useful aid to lecturers, whilst proving the effectiveness of this new technology in this particular area. An intensive investigation into the current anatomy teaching system in the Faculty of Medicine in the University of Jordan was carried out and the challenges this system faces were characterised. The lecturers and students needs and requirements were identified, and measured against the perceived training system adapting the SERVQUAL instrument, and limitations associated with current teaching modalities were defined. In order to overcome these limitations and enhance the anatomy education process, a novel system was developed utilising VR technology. This system offers a real-time 3D representation of the heart in an interactive VR environment that provides self-directed learning and assessment tools through a variety of interfaces and functionalities. The effectiveness of VR technology and the usefulness of the developed system in improving the understanding of the anatomical structures were proven through a randomised controlled study. In order to assure future utilisation of the system by teaching staff and students in the Faculty of Medicine, further evaluation was conducted adapting the Technology Acceptance Model. This confirmed the end users' acceptance of the system as a teaching and learning aid, and their intention to incorporate it into the anatomy education process in the future.
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Bolander, Laksov Klara. "Learning across paradigms : towards an understanding of the development of medical teaching practice /." Stockholm, 2007. http://diss.kib.ki.se/2007/978-91-7357-215-6/.
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Battle-Edwards, Amy. "An Examination of the Georgia Teacher Keys Effectiveness System." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/102.
Повний текст джерелаАнотація:
This study examined the Georgia Teachers Effectiveness System and its effects on teachers’ teaching practices, including teacher motivation and teacher behavior. This was a mixed method study that included a focus group, surveys, and document analysis to address the independent variables: Teacher Assessment Performance Standards, Professional Growth, Student Growth Percentile, Student Learning Objectives and Teacher Effectiveness Measurement.
The researcher found that the teachers that participated in this study were intrinsically motivated and the Georgia Teacher Keys Effectiveness System is a tool used to provide additional support and guidance in the classroom. A conclusion drawn from the findings suggested that the Georgia Teachers Effectiveness System has had a positive influence on teachers’ teaching practices.
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Rogel, Ruvie. "Education system in times of long lasting uncertainty : the role of a director of a municipal education system on the professional-political continuum during a crisis." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/30937.
Повний текст джерелаАнотація:
Management of a Municipal Education System in times of long lasting uncertainty is an autoethnographic report of the events in a small city on the Golan Heights in Israel, at the time that the future existence of the city was negotiated upon, as part of a peace treaty between Israel and Syria for the third time in less than a decade. The threat for the residents was a forced evacuation from their city, homes, work places, social circles, and their way of life, values, and beliefs. The Psycho-social processes which were associated with the situation were described by me, a participant observer, in my role as the city's Director of Municipal Education System. The purpose of the autoethnography was to describe the human aspects of such a unique situation and touch on the implications of a recurring uncertainty on a community, the needs, and ways to relate to those needs, and the relationships between professionals and political leaders in reference to such a process. Another purpose was to bring the issues upfront, to a level of discussion, since population evacuation was, and still is, in the heart of a political debate in Israel, and educational leaders should be ready to take a stand and act for the benefits of their communities when the need arises. The main aim of this research is to analyse the management of a municipal education system in times of long lasting uncertainty. The research question at hand is what were the professional-political perceptions of the role of a director of municipal education system in the Golan Heights during a major political crisis?;As ethnographies often do, it took me to several treks: the first was a somewhat philosophical-theoretical journey into the concepts of ethnography and autoethnography, social time, and educational management theories. The second journey took me into some background materials on the evacuation from Sinai- a precedent that served to study the possible ramifications of forced uprooting, and an overview of the role of a municipal director of education. The third journey was into stress, coping, and resiliency as the manifestations of psycho social behaviour in a crisis, and the issue of emergency preparedness. These journeys were followed by a methodological section, the data presentation and analysis, a discussion and conclusions. The time that passed since the beginning of the writing process allowed me as the autoethnographer to witness and participate in similar incidents, and actually use knowledge, which was accumulated during the process of writing, in future events. It also offered me a unique opportunity to take the later knowledge and infer it, through the writing, on past experience. The event also helped enhancing the need to deal with the narrative of communities in prolonged uncertainties, and strengthened the level of trustworthiness and authenticity (validity and reliability) of the thesis. Conclusions were drawn out of a model that was created through the thematic analysis of the data. The model offered a distinction between professional community orientation which is external and relies on a humanistic approach, and a political community approach, based on political ideology. In a case of a political campaign- the two sides may find themselves on the extreme of this continuum. The role of director of education is to lead the professional humanistic approach. Three main recommendations came out of the conclusions: 1. To create a national multi disciplinary agency that would intervene in situations where the professional and political clashes interfere with the benefit of the community. 2. To negotiate a working paradigm well in advance as part of preparedness plans. 3. To recognise the central place of schools and the entire education system as "islands of resiliency", and use them to work with the entire community. 4. The role of the director of education is a leadership role, and the director is expected to be active in taking this leadership.
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Ntsoele, Motsegoane Monica Naomi. "An evaluation of the effective use of computer-based nursing information system in patient care by professional nurses at Dr George Mukhari Hospital." Thesis, University of Limpopo ( Medunsa Campus), 2011. http://hdl.handle.net/10386/408.
Повний текст джерелаАнотація:
Thesis (M Cur)--University of Limpopo, 2011.An evaluation of the effective use of Computer-based Nursing Information System (CNIS) in patient care by Professional nurses at Dr George Mukhari Hospital. The aim of the study was to evaluate if the CNIS is being used effectively for patient care by professional nurses in different nursing units. The objectives of the study were to describe the perceptions of professional nurses regarding the role of CNIS, to determine the effective use of CNIS, and to identify barriers to the effective use of CNIS in patient care. Quantitative descriptive simple survey research design was used. The setting was at Dr George Mukhari Hospital. The population was all professional nurses who are working on day and night shifts in the wards that have computers installed for the purpose of patient care. Non probability, convenience sample of 120 professional nurses was used. Data was collected utilising a self report questionnaire with 41 closed ended and one open ended questions. Raw data was fed into a SPSS with the assistance of a statistician. Data analysis was conducted through the use of descriptive statistics. The findings are that professional nurses are not using CNIS effectively in patient care. In a unit with a bed occupancy rate of 30-40 patients, and where 30-40 patients are attended to on a daily basis, only 0-2 Nursing Care Plans (NCP) or entries are performed by professional nurses. The majority of professional nurses (56%) never updated NCPs or made an entry before. This is despite the fact that they have indicated positive perceptions with regard to the role of CNIS in patient care. Increased workload, inadequate number of computers, and lack of continuous in-service training were cited by the majority as barriers to the effective use of CNIS in patient care. A problem of increased workload will remain a challenge for as long as available technology is not used appropriately. Hence, hand held devices such as Personal Digital Assistants (PDAs), Electronic Health Records (EHRs) and bedside terminals, are highly recommended. Key concepts: Computer, Nursing, Information, System, Evaluation, Effective, Professional Nurses, Patient care.
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Larsson, Jan. "Anaesthetists and Professional Excellence : Specialist and Trainee Anaesthetists’ Understanding of their Work as a Basis for Professional Development, a Qualitative Study." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4518.
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Wall, Karen J. "ADMINISTRATIVE DEVELOPMENT FOR ACADEMIC DEANS IN THE CALIFORNIA STATE UNIVERSITY SYSTEM." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/156.
Повний текст джерелаАнотація:
Over the years, the academic dean position has evolved from mainly focusing on student matters to an emphasis on promoting quality teaching and academic programs. The dean’s role is comprised of academic and administrative duties and responsibilities, requiring working with various stakeholders. The complexities associated with reduced budgets, increased enrollment demands, guarantee of quality education, and expectations from the private and public sectors create a perennial need for strong, competent leaders. Attributes for those in the dean’s position have been described as being able to keep peace among various groups with competing priorities. Other abilities address the many internal and external pressures confronting the position, and the need to motivate, plan, and establish a shared vision for the college.
Research has found academic deans traditionally advance from faculty to administration with few opportunities to train for the administrative leadership aspect, having trained and oriented predominately for academic careers in scholarship and teaching. In the absence of administrative training, academic deans have found they lack the breadth and depth of administrative leadership practices. This research study examined the essential administrative competencies and preferred professional development method for academic deans responsible for discipline-specific colleges within the California State University (CSU) system. The study employed a mixed methods research design for the collection and analysis of quantitative and qualitative data. The findings from the surveys and interviews revealed significant results for identifying essential administrative competencies, and preferred professional development methods for effective academic deans. A common theme that emerged was that their prior academic training and experience did not provide a significant amount of transferable skills. Interview results described serving on committees, working with mentors, training with immediate supervisors, and attending professional development programs as the methods selected for administrative development. Survey results identified hands-on experience, and attending seminars as the most preferred professional development methods for the majority of administrative competencies.
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Ross, Celia Mary. "Facilitating Environmental Enrichment in Senior Care Activities with Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3203.
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There is little known about the current state of professional development and continuing education practices for empowering activity professionals to better enhance environmental enrichment in long term care. The purpose of this qualitative study was to explore the activity professional's perceived role and best strategies for professional development to enrich the long-term care environment. The study used social cognitive theory as its theoretical framework to develop research questions focused on the views of activity professionals concerning professional development and continuing education to support care for long-term care residents. Using a narrative approach, 9 activity professionals were recruited through networking at the 2015 NAAP Education Summit in Kentucky, LinkedIn, and snowball sampling. Eligible participants who provided informed consent were interviewed by phone from August 2015 to February 2016. Data were analyzed using both hand coding and NVivo 10.0 software. Results showed the value of relevant certifications and the importance of training in a range of topics, especially dementia care. Connection to others and the environment emerged as key themes. This study is significant because it explores professional development in the long-term care environment, which can facilitate positive social change to provide the elderly, especially those in cognitive decline, with a comforting environment for special needs. This study contributes to the knowledgebase to inform the development of educational and training opportunities for activities professionals, especially those caring for individuals with severe / end-stage dementia.
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Patterson, Spencer D. "Putting on White Coats: Professional Socialization of Medical Students Through Narrative Pedagogy in Standardized Patient Labs." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339729044.
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Sileo-Robinson, Lesley. "Volusia System For Empowering Teachers (VSET): Influence On Teacher Practice And Student Achievement." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5866.
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This study provides an empirical analysis of the primary assumptions of a newly implemented teacher evaluation system, namely that the specific teaching practices evaluated are related to student achievement, and that teacher-directed professional growth plans effectively shape teacher practices in a particular domain. Results of the study are intended to inform the interpretation and the refinement of the Volusia System for Empowering Teachers (VSET), which aims to build capacity in the Volusia teacher work force and ultimately to improve student performance (School Board of Volusia County Team Volusia, Race to the Top application, 2011). This study focused on 14 pilot schools within one school district that implemented VSET as a new teacher evaluation system. The data used in this study were drawn from a multi-metric teacher assessment used in VSET and measures of student achievement. The VSET evaluation model consists of three metrics that are assigned according to the specific categories of a teacher. Two of the metrics, the professional growth plan rating and the educator observation rating are based on Charlotte Danielson's "Framework for Teaching" (Danielson, 2007). The third metric, the valued added score is a measure of the teacher's impact on student learning. The current study focused on determining if there was a correlation between teaching practice and student achievement and to what extent teaching practice was impacted by teacher self-selection of components for professional growth in the teacher evaluation model. The findings suggest that there is not a statistically significant and reliable relationship between the value added score and teacher practices across components, as assessed by VSET evaluators. Follow up analyses did, however, show that higher evaluator observation scores are associated with improved school grades, suggesting a relationship between teacher impact on student performance. The results support the assumption that the successful completion of the VSET professional development growth plan is associated with teacher's instructional practices in the identified component.Ed.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education
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D'Epiro, Jo Hanna F. "1.0 Clinicians in a 3.0 World: An Examination of the Adoption of Technologyby Older Healthcare Workers for Professional Learning." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542630929115933.
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Stradis, Andreas. "Possessed by our time : the genesis of Thucydides as strategist in the US professional military education system." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683551.
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This dissertation examines the adoption of Thucydides' history within the Professional Military Education (PME) system, with particular focus on the US Naval War College, where the text was first introduced as part of a new Strategy & Policy Course by Admiral Stansfield Turner in 1972. Despite the long history of the reception of Thucydides in English, the military's appropriation of the text appears late, especially given the increased recourse to the Peloponnesian War in International Relations theory during the Cold War. The long road to the emergence of an environment permissive to the liberal arts is described from the highly technical origins of PME. Yet the Thucydides that emerged at the Naval War College was distinct. Integral to this approach to reading Thucydides was the fundamentally distinctive feature of the military academe, its normative impulse, as is apparent from a close reading of the Strategy & Policy Course Syllabus. Subtle shifts in Thucydides' authority occurred down to the present day, but his unique appeal still remained rooted in the educational philosophy laid down during the Turner years, one that prized Thucydides' balancing of pure narrative with the experiential, his structural complexity, and above all his commitment to providing a prototype as an everlasting possession for future generations. The Thucydides of the Naval War College today is contextualised as part of a broader canon of strategic literature, but nevertheless remains the fundamental part of its branding, drawing on the deeper cultural appreciation of antiquity as well as Thucydides' specific strategic value.
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Baker, Martha C. "A Descriptive Study of the View from the Top: Perspectives of Experts in Continuing Medical Education." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1565.
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This study describes and explains the perspectives of selected experts in continuing medical education (CME) and provides a glimpse at their lived experience. The theoretical frameworks are inclusive of constructivism and social constructivism reflecting the learning that takes place in medicine and that which occurs in the interview process. The voice of the researcher is heard through her professional role as a continuing medical education provider.
The major elements of CME are identified as the role of accreditation and physician involvement in the design and delivery of CME; the primary influences as funding, physician involvement and accreditation; the significant issue is the expertise of CME providers; the future of CME is to be molded by the funding of CME, its providers and technology in continuing education venues. Performance improvement continuing medical education will continue to be the gold standard of accredited organizations.
Implications for practice are many as the role of the CME provider changes to meet the expectations of the Accreditation Council for Continuing Medical Education, the Institute of Medicine and organizations such as the American Association of Medical Colleges and American Association of Colleges of Nursing. Future research studies could include the following: interviewing experts in similar work environments may provide more focused findings that would assist that particular segment of the profession and their respective institutions; a comparison of local and national providers may shed light on how similar or disparate they are in the design, delivery, measurement, and funding of CME; a prospective longitudinal study looking at the implementation and outcomes of the IOM initiative for conflict of interest in medicine, the IOM initiative for the redesign of continuing education in the health professions or interdisciplinary lifelong learning in the health professions as proposed by the AAMC and AACN; investigate the proposed Continuing Professional Development Institute in five to seven years to determine if it achieved the desired design and function, and finally, repeating this study with experts from the same categories in about ten years should reveal significant changes in continuing medical education as compared to the findings presented in the current study.
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Martin, Claire Juliet. "Dietitians' views and perceptions of the implementation of the continuing professional development system for dietitians in South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2396.
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Thesis (MNutr (Human Nutrition))--University of Stellenbosch, 2007.INTRODUCTION: The study’s objective was to evaluate the South African Continuing Professional Development (CPD) system for dietitians, by determining their perceptions of the systems’ implementation and participation in CPD activities within the system, that was in place from 1 September 2001 until 1 April 2006. METHODS: The study was designed as an observational descriptive study. Three data gathering techniques were used, incorporating both quantitative and qualitative methods:- i) A national survey of dietitians was conducted using a self-administered questionnaire. The 40 item questionnaire comprised 3 sections, i.e. socio-demographics, the CPD system, and CPD activities. Content and face validity was conducted followed by pilot testing, prior to distribution via post and e-mail, to 1589 dietitians. ii) After the survey, 3 focus group discussions (FGD) were held with 19 Pretoria-based dietitians, to discuss issues that emerged from the questionnaire responses. iii) In-depth interviews were conducted with 6 CPD personnel representing the Health Professions Council of South Africa (HPCSA), CPD Committee and the Association for Dietetics in South Africa (ADSA) providing insights from an administrative and managerial perspective. RESULTS: A response rate of 20% was achieved for the national survey. More respondents found the ADSA and CPD office helpful, friendly, easy to contact and their CPD queries efficiently handled. However respondents and FGD participants stated that the HPCSA was difficult to contact and CPD queries were unresolved. Respondents called for simplified rules and guidelines to improve understanding of the system since they felt that CPD information/correspondence was lengthy and difficult to understand. The majority of respondents (54.5%; n=156) and most FGD participants did not find the CPD administration fee reasonable. Affordability of CPD activities was also a concern with 55.2% (n=164) stating that activities were expensive. A few FGD dietitians and 29.65% (n=88) of respondents did agree that there were both expensive and affordable activities to choose from. Statistically significant differences were found between the amounts of money spent on CPD across the various practice areas, qualifications and between provinces. Dietitians’ current CPD practices were mainly attendance at lectures and seminars, followed by conferences and then journal articles. If given a preference, however, respondents ranked conferences as their top preference followed by lectures. Journal clubs were rated third, ahead of journal reading. Barriers to CPD participation included cost, limited activities close by, obtaining leave from work, family obligations and internet access. Variety and usefulness of topics for presentations and articles were also criticised, as was the technical nature of questions. In the new system, the reduced annual CPD points requirement was appreciated, however 51.7% (n= 161) preferred not to keep their own CPD records. CONCLUSION: The study provided some insights into dietitians’ perceptions of the CPD system. Strengths of the current system were stated as improved knowledge, improved patient care and networking with colleagues. Issues identified for improvement include simpler CPD correspondence and reasonable fees. Additionally, ways should be sought to minimise barriers to participating in CPD. Addressing these issues will contribute to the provision of quality CPD within a system that is acceptable to its participants.
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Schrewe, Brett Michael. "What are we saying and what are they learning : how language implies "competence" and professional identity in clinical medical education." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45415.
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Gee (2005) notes that in enacting a socially recognizable identity, people integrate “language, actions, interactions, ways of thinking, believing, and valuing”. In order to do this, however, medical students must learn how to interpret broad swaths of information and grasp which “language, actions, interactions, ways of thinking, believing, and valuing” are considered relevant to their emerging professional identities. Although ethnographies of medical student learning have been previously undertaken, they have not studied how identity is emergent through everyday recurrent conversational interactions.
An activity theory stance was used to conceptualize medical student learning on a paediatric clinical teaching unit as socially elaborated and continuously produced. Preceptor beliefs concerning desirable student qualities, case presentation content, and teaching practices were developed from thematic analysis of semi-structured interviews. Using these findings as a contextual frame, a microethnography was conducted to observe and record student case presentations and signover participation. Through a conversation analysis lens, these events were transcribed and read to understand how students’ language use changed regarding information organization and the degree and detail to which information was included.
During early clinical training, medical students accommodate rapidly to normative speaking practices through repeated interactions with their preceptors. These enable them to “do being” a novice professional in legitimated ways and manifest the beginnings of professional communicative competence. Far from a faithful reproduction of professional competencies, however, performances of competence are critically dependent upon relationships and contexts. How students learn to talk about sick persons as patients in contextually relevant ways is not superficial mimicry of a certain vocabulary but rather a broader adoption of practices and participation in shared understandings enabling them to talk in certain ways. In so doing, they reproduce cultures of biomedical practice that foreground patients as problems to be solved, struggle to contextualize sickness in the wider lived experience of families, and may unintentionally dilute effects of initiatives such as family-centred rounds. Articulating how students learn to participate in sociocultural norms through language use is a critical first step towards deeper curricular reforms seeking to establish a more harmonious balance between practices of patient care and clinical medical education.
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Sung, Mi Kyung. "An exploration of Korean patients' accounts of the medical system and communication with doctors in the United States /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950658548775.
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Lake, Jonathan. "Teaching doctors : the relationship between physicians' clinical and educational practice." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/8002.
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This thesis explores the relationship between physicians’ clinical and educational roles in the context of UK General Practice (GP) education by investigating the experiences of seven GP trainers through an ethnographic approach employing Activity Theory (AT). The Introduction considers the philosophy and structures of GP education and outlines the author’s professional biography to provide context. The Literature Review focusses on the development of medical education as a discrete field and identity formation in medical educators, concluding that: specialist medical educators are a relatively new group; and there is a paucity of knowledge regarding the impact on physicians of occupying dual clinical and educational roles. The thesis then focusses on three Research Questions (RQs), namely: 1. What is the impact of GP trainers’ clinical practice upon their educational work? 2. How does GP trainers’ educational practice influence their clinical work? 3. What are the social contexts for GP trainers’ clinical and educational practice? These questions are addressed within a pragmatic theoretical framework to build up an ethnographic description of the participants’ experiences. Data collection is through semi-structured interviews and observation of video-recorded teaching. Ethical issues associated with the study are discussed in detail, in particular the challenges of “insider” research. Four approaches are used for data analysis: global impressions; word cloud analysis; thematic analysis; and analysis shaped by AT. In answer to RQs 1 and 2, the study finds that GP trainers experience their dual roles as intimately linked, intuitively transferring their skills between their clinical and educational practice. The study also finds that GP trainers reconstruct their professional identities through teaching. With regard to RQ 3, engaging in teaching can lead to internal conflict for GP trainers and tensions with their colleagues, trainees and regulators. These findings are discussed in relation to medical education research methodology and the impact the study on the researcher is explored. The thesis closes by considering the conflicted position the participants occupy, concluding that teaching offers physicians the opportunity to reconstruct their professional identities so they can approach tensions in their practice with a sense of agency and optimism.
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Gardner, Ryan S. "Teacher Reflection Among Professional Seminary Faculty in the Seminaries and Institutes Department of the Church Educational System." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/913.
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This qualitative study aimed at exploring and explaining the practices and processes of teacher reflection among a group of professional secondary-level religious educators in the Church Educational System of The Church of Jesus Christ of Latter-day Saints, as well as seeking to understand the perceived impact of those reflective practices on the professional development of these teachers. The researcher described, analyzed, and interpreted the data to develop a mid-range grounded theory for explaining the process of teacher reflection in a way that could lead to the improvement of teacher reflection among these teachers as an integrated function of professional development. This study found that the institutional operational tools for reflection provided means for professional religious educators to engage in various kinds of reflection, but that the relationship between the various levels of reflection and the way these functioned in their professional development was not well understood or utilized by these teachers. This study concluded by offering an integrated model of teacher reflection that can help teachers and supervisors understand the process of reflection as an integral part of the teacher's professional development.
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Bounds, Sharon L. "The incidental leader| The role of Reading Recovery(RTM) training in the professional lives of teachers in a rural Alabama school system. A multiple case study." Thesis, The University of Alabama at Birmingham, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591608.
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This qualitative multiple case study was undertaken to answer the following question: How did Reading Recovery® (RR) teachers and former Reading Recovery teachers in a mid-sized rural school system in the southeastern United States describe the influences of their Reading Recovery training as it related to their current professional lives? Additional questions included: (1) How did training in Reading Recovery position the teacher as a reading expert within her school? (2) How did Reading Recovery change her approach to working with struggling readers? (3) How did the "behind the glass" experience impact the teacher's own teaching? (4) How did training affect the teacher's ability to discuss complex reading problems with co-workers? (5) How has Reading Recovery training influenced the teacher's professional goals and ambitions? (6) How has the passage of time since the teacher's training year altered her perception of the usefulness of her training?
Two case studies were undertaken to answer these questions. Both studies involved face to face interviews, teacher observations, and electronic journal entries submitted by the participants. Case Study One looked at the professional lives of three currently active Reading Recovery teachers and revealed five themes: (1) Instructional empowerment, (2) Increased professional status, (3) Reliance on a community of learners, (4) Concern for the whole child, and (5) Lack of teaching/working time.
Two years later, Case Study Two was initiated. At this time Reading Recovery had been discontinued in the county school system. A total of 12 former RR teachers were interviewed, observed on the job, and contributed to electronic journals. Five themes emerged from this study: (1) Instructional knowledge from theory, (2) Student benefits, (3) School and community benefits, (4) Professional benefits, and (5) Personal benefits. The overarching theme for both cases was - Power through Knowledge. Unanticipated findings included: self-imposed teacher accountability, professional courage, "knowledge envy" by non-RR individuals, and the transferability of Reading Recovery knowledge outward into the school and local community.
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Simpson, Tonja Denise. "The Impact of a New Teacher Support System on Teacher Efficacy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2237.
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Retaining novice teachers is a major concern for school districts across the United States. At an urban high school in a Southeastern state, over 30% of novice teachers hired over a 3-year period did not return after their first year of teaching. The purpose of the study was to examine novice teachers' perceptions of support received during their first year to determine how school-based support could increase novice teacher retention. The theoretical framework was Bandura's theory of self-efficacy and the concept of teacher efficacy espoused by Tschannen-Moran, Woolfolk-Hoy, and Hoy. The research questions focused on the perceptions of novice teachers regarding (a) support received at their school, (b) the most beneficial support structures, and (c) needed training or assistance. Purposive sampling was used to select 8 novice teacher participants who met the inclusion criteria of being in their 1st to 5th year of teaching. The qualitative case study design involved a survey and an interview. Four themes emerged: the importance of having a mentor, guidance and support, professional development, and opportunities for collaboration. Findings from the study were used to develop a 2-year Teachers Supporting Teachers professional development project to address the needs identified by the novice teachers. Implications for social change include helping schools and districts plan and implement support programs for novice teachers to increase their retention.