Дисертації з теми "Clinical medicine Education Victoria"
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Hudson, Michael B. "Mentoring effectiveness on clinical supervisors as perceived by athletic training students in the intercollegiate athletics clinical education experience /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052181.
Повний текст джерелаSomers, George Theodore 1951. "An approach to the understanding and measurement of medical students' attitudes toward a rural career." Monash University, School of Rural Health, 2004. http://arrow.monash.edu.au/hdl/1959.1/5190.
Повний текст джерелаNasypany, Alan. "Survey of athletic training clinical education perceptions from the field /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4261.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains vii, 115 p. Includes abstract. Includes bibliographical references (p. 76-82).
Gana-inatimi, Joy. "Self-management education in pulmonary rehabilitation for patients with COPD." Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/25388/.
Повний текст джерелаPadmore, Jamie Sue. "A conceptual framework of the clinical learning environment in medical education." Thesis, University of Maryland University College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10041765.
Повний текст джерелаThe hospital setting provides an environment for patients to receive medical care, for medical professionals to provide treatment, and for medical students and residents to learn the practice of medicine through supervised patient encounters. Education provided at the point of care allows students and residents to apply knowledge and develop clinical skills needed for medical practice. The hospital environment is also a confluence of learning and work, where applied learning takes place in an integrated and simultaneous manner with work duties. This setting, referred to as the clinical learning environment (CLE), is a focus for educators, scholars, administrators, regulators and accrediting agencies to understand, measure and improve it. While several instruments have been developed to measure the CLE, they suffer from great variation in subscales and content. The purpose of this study is to deconstruct the CLE, apply theories from related fields, and frame those theories in the context of the hospital setting to develop a conceptual framework for the CLE. A systematic review of the literature and thematic synthesis of existing research about the CLE provided evidence to inform and test a learning environment framework in the clinical setting. Data from qualitative CLE assessments, the ACGME Clinical Learning Environment Review (CLER) Pathways to Excellence, and existing CLE measurement instruments informed these results. Findings showed that a CLE framework consists of three mediating factors: learning, people, and change. As the clinical setting is a unique environment for learning, the people dimension (as a community of practice) was found to be the most influential on learning outcomes for students. The dimension of change was found to be most influential from the perspective of improving organizational or work outcomes, including patient care, clinical quality and patient safety. Findings from this study provide researchers and scholars with a framework to for developing measures of clinical learning environment effectiveness, and informing practitioners of CLE components and relationships that impact both learning and organizational outcomes.
Bray, Farahnaz. "Student views on early clinical learning experiences." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86497.
Повний текст джерелаENGLISH ABSTRACT: Aim - The aim of this study was to explore second year medical students’ perceptions of their early clinical experiences with a view to improving curriculum development so as to enhance early clinical training programmes at Stellenbosch University (SU). Methodology - A qualitative, interpretive study, based on semi-structured focus group discussions with second year medical students was conducted in order to capture the relevant data that would provide information about their attitudes, feelings, beliefs and views on their early clinical learning experiences during their first year of studying medicine at SU. Thirty seven students participated in four focus group discussions after a process of selection of candidates using purposive sampling methods and stratification criteria to obtain the research sample. The interviews were moderated by an external facilitator, and were audiotaped and transcribed verbatim. The data transcripts were analysed and manually coded, and four broad categories with subthemes which illustrated the findings of the study, were identified and decided upon by the researcher and verified by the supervisor. Results - Early clinical exposure was generally positively perceived by students. It fostered a sense of vocation and feeling like real doctors, leaving students motivated and enhancing their learning interest. Early clinical skills training led to students’ professional development, acquiring the technical skills of a doctor, familiarisation with basic clinical terminology, and normal clinical findings which prepared them for later clinical studies. The new setting of practical learning in a simulated environment required students to adapt to small group learning and student clinical demonstrations which developed new learning styles and study skills. Some of the challenges that students encountered in the transition to clinical learning were, understanding the new subject of clinical medicine, having limited background knowledge to acquire basic clinical skills, and student clinical demonstrations. Although the strategy of peer physical examination was perceived to be effective, some ethical dilemmas emerged for students in terms of autonomy, and no opportunities available to practice on female models. Acting as a simulated patient proved to have both positive and negative outcomes on students’ skills acquisition. Factors that had a negative outcome on clinical skills learning were limited practice opportunities due to high student to teacher ratios per clinical session, and the variability of teaching content and practical techniques taught by various clinical tutors with different teaching strategies. The most stressful experience for students was the OSCE since it was a new method of assessment. Stress was attributed to uncertainty about the correct clinical content and techniques resulting from the teaching variability, while performance anxiety during the exam was related to inappropriate examiner behaviour. The OSCE was a positive learning experience because its format simulated the hospital setting which fostered students’ critical thinking abilities and time management. Conclusion - Early clinical exposure and practice have a great impact on junior medical students’ academic growth, and have positive learning outcomes. However, further development by the faculty in the areas of didactic skills, addressing the ethical issues related to student clinical demonstrations, and supporting students to enable a smooth transition to clinical learning will enhance and optimise their early clinical training.
Wiseman, Jeffrey. "The patient problem list and clinical reasoning : linking education to practice." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83167.
Повний текст джерелаMacdonald, Morag M. "Craft knowledge in medicine : an interpretation of teaching and learning in apprenticeship." Thesis, Open University, 1998. http://oro.open.ac.uk/56460/.
Повний текст джерелаClark, Johanna M. "Empowerment of the Clinical Education Coordinator in the CAATE-Accredited Entry-Level Athletic Training Education Programs." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1208535080.
Повний текст джерелаOnder, Sylvia Wing. "Women and the dynamic interaction of traditional and clinical medicine on the Black Sea coast of Turkey /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951907958023.
Повний текст джерелаZellmer, Mark R. "Clinical Recognition of Obstructive Sleep Apnea in a Population-Based Sample." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/837.
Повний текст джерелаShinew, Kayla A. "Entry-Level Athletic Trainers' Perceived Adequacy of Clinical Education in Preparationfor Confident Professional Practice." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304895131.
Повний текст джерелаGates, Madison Lamar. "THE NATURE AND MEANING OF CULTURE IN PRIMARY CARE MEDICINE: IMPLICATIONS FOR EDUCATION, CLINICAL PRACTICE, AND STEREOTYPES." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1174.
Повний текст джерелаTitle from document title page (viewed on June 2, 2010). Document formatted into pages; contains: ix, 193 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 172-189).
Amjed, Natasha. "Clinical importance of cervical cancer prevention and education in Zambia and Sub-Saharan Africa." Thesis, Boston University, 2013. https://hdl.handle.net/2144/21121.
Повний текст джерелаINTRODUCTION: Cervical cancer exists as the second most common cancer among women world wide, and in numerous countries is the leading type of female cancer. Specifically, Zambia has one of the highest mortality rates and cervical cancer incidence rates. The goal of this study is to analyze the published literature on preventative techniques for cervical cancer in resource-deprived areas of sub-Saharan Africa by focusing on the correlation between the Human Papilloma Virus (HPV), Acquired Immunodeficiency Syndrome (AIDS), and cervical cancer; the accuracy and feasibility of “screen and treat” clinics; and socio-economic and geographical barriers. RESULTS: Correlations exists between the prevalence of HIV, HPV, and cervical cancer in sub-Saharan Africa, and a clear association exists between HPV and cervical cancer. The deliverance of HPV vaccines as well as educational programs has helped to improve this medical problem. Main screening methods for cervical cancer include the Pap smear, naked eye visual inspection of the cervix after the application of either diluted acetic acid (VIA), Lugol’s iodine (VILI), or with a magnifying device (VIAM), colposcopy, and tests for HPV markers. Studies indicate that the VILI screening test has the highest level of sensitivity with the LEEP method also of importance. The procedure is relatively low cost and is easy to implement when excising lesions. Major risk factors and determinants of cervical cancer can help to explain the underlying barriers of access to care. Women’s misconceptions regarding cervical cancer, gender inequality in African nations, socio-economic status, and foreign aid all play major roles the cervical cancer screening process. A lack of proper education, especially among women in sub-Sahara Africa, has led to misconceptions about the causes of cervical cancer. Studies have found that some women associated cervical cancer with prostitution, a Satanic curse, and other bad behavior. Gender inequality also plays a significant role since the Zambia government had reported that a husband would have absolute rights over children and reproductive rights over his wife once he had made payments for a bride. Geographical barriers also exist as the terrain in Zambia is swamp-like and heavy flooding throughout the year is common. After flooding occurs, communities become physically separated. Furthermore, there are correlations between high incidence rates of cervical cancer and high poverty as it has been shown that the largest number of people living on less than $1.25 dollars per day is that of sub-Saharan Africa. DISCUSSION: Studies have indicated that virtually all of cases of cervical cancer are caused by HPV, implying that HPV testing and detection would largely prevent the progression of lesions. Ultimately, this would reduce the high incidence rate of cervical cancer in Zambia and in other Sub-Saharan African countries. In areas where cytology programs are either non-existent or not efficient, HPV testing approaches should be evaluated and implemented, and they should be based off of the HIV/AIDS infrastructure that has already been established. In regards to the screening approaches, VIAM and VIA are the only two tests that are also practical, affordable, and available. Affordability is the major concern when implementing screening programs in sub-Saharan Africa; for this reason, either VIAM and VIA would arguably be the best options as long as they were effective. VIA would be considered the most appropriate method in terms of screening procedures as the method has the advantage of giving immediate results that can be applied to large populations. Lastly, the lack of proper education, including sex education, has in part led to drastic misconceptions about the causes of cervical cancer. Women hold negative beliefs about cervical cancer since they associate it with being unclean and view it as a reflection of bad behavior. Geographical barriers also play a role; the physical inaccessibility of the clinic discourages women to come to the clinic for screenings. Home visits by physicians and/or the utilization of community health workers may help to eliminate this particular barrier of access. This strategy would be especially beneficial to residents of rural areas since they are more likely to live farther away from institutionalized clinics and screen and treat facilities and are also more likely to be in a state of extreme poverty.
Laiou, Elpiniki. "The effects of practical training methods of different forms and intensities on the acquisition of clinical skills." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1078/.
Повний текст джерелаCruickshank, Mary Therese. "Developing a quality culture within a school of nursing in higher education /." View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030424.121009/index.html.
Повний текст джерелаOpusunju, Ellis Ehizele. "Quality Improvement Through Evidence-Based Education: Advancing Obesity Awareness and Clinical Management Strategies for People Living with Mental Disorders." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3407.
Повний текст джерелаBoon, Johannes Marinus. "Procedures performed by family physicians in hospital practice in a developing country (South Africa) an evaluation of clinical anatomy competence /." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07292009-093644/.
Повний текст джерелаLiebenberg, Nuraan. "A critical analysis of pre-hospital clinical mentorship to enable learning in emergency medical care." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2737.
Повний текст джерелаFor emergency medical care (EMC), clinical mentorship can be thought of as the relationship between the EMC students and qualified emergency care personnel. Through this relationship, students may be guided, supported and provided with information to develop knowledge, skills, and professional attributes needed for delivering quality clinical emergency care. However, this relationship is poorly understood and the focus of this research was to explore how this relationship enabled or constrained learning. Through having experienced mentorship, first as a student in EMC, then as an operational paramedic, mentoring students, I was privy to an insider perspective of clinical mentorship, and the experiences of fellow students‘. Through this experience the practices I observed may not have promoted learning. This is when my interest in pre-hospital clinical mentorship in relation to learning began. The aim of this research was to present a qualitative analysis of the clinical mentorship relationship in pre-hospital EMC involving the qualified pre-hospital emergency care practitioner (ECP) and the EMC student. The objectives included gaining an understanding of what enabled and/or constrained learning EMC, exploring clinical mentorship and learning in the pre-hospital EMC context, and gaining understanding of the role and scope of community members in the clinical mentorship activity system. The purpose of this study was to qualitatively document, by means of a thematic analysis, the pre-hospital clinical mentorship relationship, as well as document, by means of a Cultural Historical Activity Theory (CHAT) analysis, the clinical mentorship activity system. The focus of this qualitative documentation was the enablements and constraints to learning during clinical mentorship. This research also made possible recommendations for EMC clinical mentorship and education and may also inform (PBEC) policy, as well as work integrated learning (WIL) policy. Data collection included the use of diaries and focus group interviews. Analysis involved a two-part analysis, where data was reduced and understood with thematic analysis guided by Braun and Clarke (2006) six phase thematic analysis process (explained in Chapter three, Section 3.6). Thereafter, a CHAT analysis was conducted to uncover contradictions within the clinical mentorship activity system that made working on the object of activity difficult, thereby also uncovering constraints to learning. Inductive reasoning was applied to the thematic analysis to reduce data and identify themes and subthemes which provided insight into the enablements and constraints to learning in the pre-hospital EMC clinical mentorship relationship. The CHAT analysis of the data collected and analysed brought to surface the affordances, tensions as well as the primary-level and secondary-level contradictions of the clinical mentorship activity system. The thematic analysis of the clinical mentorship relationship provided limited understanding of the enablements and constraints to learning, and thus further motivated deeper analysis with CHAT. The results of this research included primary and secondary-level contradictions for almost all elements of the clinical mentorship activity system. Contradictions amongst the Division of Labour (DoL), the rules of the activity system, and the tools/resources of the activity system existed in that it constrained the interaction and activity of the subject and the community while working on the object of the activity system possibly achieving a lesser or undesired outcome of clinical mentorship.
Bonanno, Laura S. "Nurse Anesthesia Program Administrator's Decision-Making in Determining Interventions for a Student Exhibiting Unsatisfactory Clinical Performance." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2587.
Повний текст джерелаMonaghan, Jenni. "Experiences and perspectives of self-management for low back pain in clinical practice : implications for support and education." Thesis, Northumbria University, 2015. http://nrl.northumbria.ac.uk/28953/.
Повний текст джерелаSchladen, Manon Maitland. "Formative Research on an Instructional Design Theory for Virtual Patients in Clinical Education: A Pressure Ulcer Prevention Clinical Reasoning Case." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/35.
Повний текст джерелаNaylor, Amy Rose. "Exploring the utility and phenomenological experience of group and individual clinical supervision." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6981/.
Повний текст джерелаAjjawi, Rola. "Learning to communicate clinical reasoning in physiotherapy practice." University of Sydney, 2006. http://hdl.handle.net/2123/1556.
Повний текст джерелаEffective clinical reasoning and its communication are essential to health professional practice, especially in the current health care climate. Increasing litigation leading to legal requirements for comprehensive, relevant and appropriate information exchange between health professionals and patients (including their caregivers) and the drive for active consumer involvement are two key factors that underline the importance of clear communication and collaborative decision making. Health professionals are accountable for their decisions and service provision to various stakeholders, including patients, health sector managers, policy-makers and colleagues. An important aspect of this accountability is the ability to clearly articulate and justify management decisions. Considerable research across the health disciplines has investigated the nature of clinical reasoning and its relationship with knowledge and expertise. However, physiotherapy research literature to date has not specifically addressed the interaction between communication and clinical reasoning in practice, neither has it explored modes and patterns of learning that facilitate the acquisition of this complex skill. The purpose of this research was to contribute to the profession’s knowledge base a greater understanding of how experienced physiotherapists having learned to reason, then learn to communicate their clinical reasoning with patients and with novice physiotherapists. Informed by the interpretive paradigm, a hermeneutic phenomenological research study was conducted using multiple methods of data collection including observation, written reflective exercises and repeated semi-structured interviews. Data were analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Twelve physiotherapists with clinical and supervisory experience were recruited from the areas of cardiopulmonary, musculoskeletal and neurological physiotherapy to participate in this study. Participants’ learning journeys were diverse, although certain factors and episodes of learning were common or similar. Participation with colleagues, peers and students, where the participants felt supported and guided in their learning, was a powerful way to learn to reason and to communicate reasoning. Experiential learning strategies, such as guidance, observation, discussion and feedback were found to be effective in enhancing learning of clinical reasoning and its communication. The cultural and environmental context created and supported by the practice community (which includes health professionals, patients and caregivers) was found to influence the participants’ learning of clinical reasoning and its communication. Participants reported various incidents that raised their awareness of their reasoning and communication abilities, such as teaching students on clinical placements, and informal discussions with peers about patients; these were linked with periods of steep learning of both abilities. Findings from this research present learning to reason and to communicate reasoning as journeys of professional socialisation that evolve through higher education and in the workplace. A key finding that supports this view is that clinical reasoning and its communication are embedded in the context of professional practice and therefore are best learned in this context of becoming, and developing as, a member of the profession. Communication of clinical reasoning was found to be both an inherent part of reasoning and an essential and complementary skill necessary for sound reasoning, that was embedded in the contextual demands of the task and situation. In this way clinical reasoning and its communication are intertwined and should be learned concurrently. The learning and teaching of clinical reasoning and its communication should be synergistic and integrated; contextual, meaningful and reflexive.
Payor, Tara. "Perspective from Two Professions: Two professionals Making Meaning of the Clinical Educator Role." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6349.
Повний текст джерелаOgston, Jill. "Educational staff's responses to challenging behaviour of children with learning disabilities : the impact of diagnosis and clinical research portfolio." Thesis, University of Glasgow, 2008. http://theses.gla.ac.uk/404/.
Повний текст джерелаStidworthy, Jennifer Jane. "The implementation of a portfolio assessment system for a rural clinical school in South Africa : what can be learned from the implementation of portfolios as an assessment system in a rural clinical school." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80389.
Повний текст джерелаENGLISH ABSTRACT: A portfolio assessment system was designed to meet the needs of a Rural Clinical School education platform, hosting final year MB ChB students for the duration of their final year. A study entitled “What can be learned from the implementation of a portfolio assessment system, to be used in the assessment of clinical reasoning of final MB ChB students placed in a Rural Clinical School in South Africa? “ was conducted. The experience of educators and students during this process was explored. The findings are in keeping with the literature. Van Tartwijk & Driessen 2009, Eley et Al 2002, Lake & Ryan 2004, Burch & Seggie 2008 claim that portfolios drive deep student learning and develop clinical reasoning. Burch & Seggie (2008) offer an assessment tool which has proved feasible within the South African setting on which this portfolio assessment system was modelled. The assessment tool design faced a number of challenges within the RCS setting which were addressed during a review process. The portfolio assessment system is viewed as a work in progress requiring further development. Despite the constraints and challenges, both staff and students unanimously supported the development of patient case studies within the design as a valuable learning tool.
AFRIKAANSE OPSOMMING: ‘n Portefeulje assesserings sisteem is ontwerp om die behoeftes van ‘n UKWANDA Landelike Kliniese Skool opvoedings program wat die gasheer van die MB ChB student tydens hul finale jaar is, na te kom. ‘n Studie genaamd “ Wat kan geleer word uit die implementering van ‘n portefeulje assesserings sisteem, wat gebruik gaan word om die kliniese redenering te bepaal van finale jaar MB ChB student wat geplaas is in ‘n Landelike Klinieke Skool in Suid Afrika? ” is uitgeoefen. Die ervaring van die dosent, so wel as die studente, is ondersoek. Die bevinding is in lyn met die literatuur. Van Tartwijk & Driessen 2009, Eley et Al 2002, Lake & Ryan 2004, Burch & Seggie 2008 beweer dat portfeuljes dryf student tot diep studie en ontwikkel kliniese redenasie. Burch & Seggie (2008) bied ‘n assesserings (hulp)middel aan wat toepaslik en uitvoerbaar is in die SA konteks , waarop die portfeulje assessering sisteem gebaseer is. Die ontwerp van die assesserings (hulp)middel het vele uitdagings binne die RCS opset in die oog gestaar. Dit is aangespreek tydens ‘n proses van hersiening. (Lather, 2006).Die portefeulje assesserings sisteem word gesien as ‘n werk onder hande en vereis verdere ontwikkeling. Ten spyte van die beperkinge en uitdagings het beide die staf en die student onomwonde die ontwikkeling van pasiente gevalle studies, binne die ontwerp, as ‘n waardevolle leermiddel gesien.
Jarden, Rebecca Jane. "Gastric residual volumes in the adult intensive care patient : a systematic review : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Nursing (Clinical) /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1188.
Повний текст джерелаStretton, David. "The effect of governmental reimbursement policies on curriculum and programs in medical education through their impact on clinical organizations associated with colleges of medicine /." View abstract, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3191720.
Повний текст джерелаOlsen, Gaynel S. "A Study of the Relationships among Characteristics of Experiences Medical Students Encounter of Patients Diagnosed with Diabetes Mellitus and the Objective Standardized Clinical Exam Scores during the Family Medicine Clerkship." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd_retro/136.
Повний текст джерелаStubenberg, Patricia Anne. "Descriptions of Clinical Teaching Excellence in the First Two Years of Medical School: The Views of Academic and Community-Based Preceptors." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4780.
Повний текст джерелаCox, Lisa N. "Learning Style Differences of Undergraduate Allied Health Students in the clinical and Classroom Setting." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244737268.
Повний текст джерелаHargreaves, Julian P. "Learning as participation in early clinical experience : its meaning for student physiotherapists." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/49396/.
Повний текст джерелаDoby, Cynthia Funnye. "Awareness of Clinical Laboratory Sciences and Shortage of Clinical Laboratory Scientists in the 21st Century." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3095.
Повний текст джерелаLeclair, Susan J. "The Correlation Between the Levels of Education of Clinical Laboratory Personnel and the Accuracy of Peripheral Blood Smear Results." ScholarWorks, 2001. https://scholarworks.waldenu.edu/dissertations/1393.
Повний текст джерелаMcLain, Nina E. "Anesthesia Clinical Performance Outcomes: Does Teaching Methodology Make A Difference?" Availabe to VCU users online at:, 2007. http://hdl.handle.net/10156/1778.
Повний текст джерелаJelso, Janay. "Development and Formative Implementation of a Nutrition Assessment and Peer Education Program Based on Dietary Analysis at a California State University." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/165.
Повний текст джерелаHanson, Caroline E. "Athletic Training Education Reform." Otterbein University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=otbn161099572507585.
Повний текст джерелаCunningham, Shala. "Influence of a post-graduate physical therapy residency program on clinical reasoning, professional development, and career advancement in Nairobi, Kenya." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/hpd_pt_stuetd/64.
Повний текст джерелаKeith, Diana K. "Body Image Education as a Preventive Measure for Eating Disorders and Obesity in Ninth-Grade Students." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/758.
Повний текст джерелаCondron, Kelly Brookshire. "The impact of a novel mobile-friendly nutrition education intervention on dietary patterns among CalFresh applicants." DigitalCommons@CalPoly, 2019. https://digitalcommons.calpoly.edu/theses/2101.
Повний текст джерелаMpuntsha, 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 джерелаENGLISH 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.
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Повний текст джерелаSingh, Jitendra, and Tracy Eisenschenk. "A Thematic Analysis of the Attitudes and Perceptions of Faculty Towards Inclusion of Interprofessional Education in Healthcare Curriculum." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/ijhse/vol8/iss1/1.
Повний текст джерелаAmal, Asiri. "Saudi Arabian Students in Postgraduate Dental Programs: Investigating Factors Associated with Burnout." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3641.
Повний текст джерелаLower, Tonia L. "Improving healthcare provider knowledge in acute and primary transgender health needs:The implementation of a clinical education program with urgent care and emergency room staff and providers." Otterbein University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1481300755682172.
Повний текст джерелаKauffman, Jill Lauren. "Poetry "Found" in Illness Narrative: A Feminist Approach to Patients' Ways of Knowing and the Concept of Relational Autonomy." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/1963.
Повний текст джерелаDepartment of Philosophy, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Peg Brand, James Capshew, Richard Gunderman, Jane E. Schultz. Includes vitae. Includes bibliographical references (leaves 117-122).
Mai, Yvonne M. "Use of various health care providers and the associated clinical and humanistic outcomes in an ambulatory Medicare population." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/265.
Повний текст джерелаConroy, Megan Elizabeth MD. "A qualitative study on entrustment decision making in the intensive care unit: about more than the learner." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618222237764719.
Повний текст джерелаHaynes, Angela. "Assessing Nurse Practitioners' Knowledge and Clinical Practice with Regard to the Oral-Systemic Link." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3848.
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