Дисертації з теми "Health profession students"
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Schmidt, Lisa Frances. "Gender Roles, Socialization and Hierarchy in an Allied Health Profession: Radiography Students Constructs of Self and the Profession." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194664.
Повний текст джерелаFeilen, Sujung, Karolina Seminova, Elizabeth A. Hall-Lipsy, and Amy K. Kennedy. "Educating Health Profession Students About Health Disparities: a Systematic Review of Educational Programs." The University of Arizona, 2012. http://hdl.handle.net/10150/614484.
Повний текст джерелаSpecific Aims: Health disparities are contributing to differences in access to healthcare and health outcomes among diverse groups in the United States. Causes of health disparities are multifactorial. One approach to minimize health inequalities is through educating future health care professionals. The purpose of this review is to identify and describe approaches for developing health disparities curriculum for health professions programs in the United States. Methods: A systematic review was conducted in April of 2012 to identify articles describing medical and nursing school curricula, educational courses, and activities focusing on health disparities in the United States. The search was conducted by utilizing Medline PubMed database. Articles describing a specific educational course/curriculum in health disparities in medical and nursing undergraduate or graduate programs were included in the review. The review did not take into account continuing education programs. All articles describing educational programs focus on healthcare disparities in the United States. Main Results: The search identified 153 articles focusing on specific health disparities curricula or education programs. Out of those articles 30 were included in the analysis. Results are pending. Conclusions: Anticipated results will aid in identifying successful and effective health disparities curricula for health professions programs in the United States.
Feilen, Sujung, and Karolina Seminova. "Educating health profession students about health disparities: a systematic review of educational programs." The University of Arizona, 2012. http://hdl.handle.net/10150/623608.
Повний текст джерелаSpecific Aims: Health disparities are contributing to differences in access to healthcare and health outcomes among diverse groups in the United States. Causes of health disparities are multifactorial. One approach to minimize health inequalities is through educating future health care professionals. The purpose of this review is to identify and describe approaches for developing health disparities curriculum for health professions programs in the United States. Methods: A systematic review was conducted in April of 2012 to identify articles describing medical and nursing school curricula, educational courses, and activities focusing on health disparities in the United States. The search was conducted by utilizing Medline PubMed database. Articles describing a specific educational course/curriculum in health disparities in medical and nursing undergraduate or graduate programs were included in the review. The review did not take into account continuing education programs. All articles describing educational programs focus on healthcare disparities in the United States. Main Results: The search identified 153 articles focusing on specific health disparities curricula or education programs. Out of those articles 30 were included in the analysis. Results are pending. Conclusions: Anticipated results will aid in identifying successful and effective health disparities curricula for health professions programs in the United States.
Wilson, Natascha Monique. "Substance Use Among Female Graduate Students." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27934.
Повний текст джерелаPh. D.
Pardue, Karen. "Learning together : the impact of interprofessional education among first-year health profession students." Diss., NSUWorks, 2013. https://nsuworks.nova.edu/hpd_con_stuetd/7.
Повний текст джерелаSvensson, Martina. "Students perception of their own and each other’s profession." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24922.
Повний текст джерелаHarris, Kevin A. "Investigating the Relationship between Emotional Intelligence and Cultural Intelligence to Attitudes towards Team-Based Learning in Undergraduate Pre-health Profession Students." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5182.
Повний текст джерелаMorgan, Trina J. "Minority College Students’ Attitudes and Beliefs Regarding the Profession of Dental Hygiene in Comparison to their Oral Health and Dental Knowledge." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2564.
Повний текст джерелаWolfe, Kami Sommers. "A Cross Sectional Study Exploring Barriers to Recruitment of African American College Students Into the Genetic Counseling Profession." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1125685894.
Повний текст джерелаBoyce, Barbara Ann, Jackie Lund, and Kason M. O’Neil. "The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education: The Future of the Profession." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4052.
Повний текст джерелаOlsson, Ulrika. "Tandhygieniststuderande i Skåne -Varför väljs tandhygienistyrket och vilken längd på tandhygienistutbildning söks?" Thesis, Malmö högskola, Odontologiska fakulteten (OD), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-19770.
Повний текст джерелаThe purpose of this essay is to explain why the dental hygiene profession is chosen by dental hygiene students and why the two- or three-year program in dental hygiene is chosen. This essay provides an overview of previous ideas regarding the length of the dental hygiene education. A survey was made on first-year dental hygiene students at two universities in southern Sweden to find the answers to the purpose of this essay.The results from the survey shows that only half of the dental hygienist students put their education as the top choice when applying to university. The dental hygiene profession is chosen primarily because of the desire to work with people but also because they want to work with their hands and that the profession has good prospects.Half of the Malmo students chose Malmo just because the education is two years there while a third of the Kristianstad students chose the education there because it was three years and that they would have a better education therefore.
Lockard, Frederick W. III. "Perceived Leadership Preparation in Counselor Education Doctoral Students who are Members of the American Counseling Association in CACREP-Accredited Programs: A Survey Examining the Next Generation of Leaders in the Profession." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1260893962.
Повний текст джерелаHall, Justin A. "Empathy Levels in Health Professions Students." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1567593626920704.
Повний текст джерелаPrescott, Stephen Francis. "The nursing profession and graduate status in England : perspectives from student nurses and health professional educators." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/33732/.
Повний текст джерелаIphofen, Ron. "Effective learning in health care professional education." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327463.
Повний текст джерелаMorse, Evan M. "Minority Student Perceptions of the Veterinary Profession: Factors Influencing Choices of Health Careers." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1232135567.
Повний текст джерелаAbstract. Title from PDF t.p. (viewed on Apr. 14, 2009). Includes bibliographical references (p. 82-86) and appendices. Available online via the OhioLINK ETD Center. Also available in print.
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 джерелаMoorman, Mark Thomas. "Alcohol and Other Drugs: Attitudes and Use Among Graduate/Professional Students at a Health Science Center." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3226/.
Повний текст джерелаYang, Yan. "Academic procrastination among UK PhD students." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/37613/.
Повний текст джерелаDalton, Linda Louise. "Developing a protocol for campus health service professional nurses to manage students with mental distress." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1303.
Повний текст джерелаChristensen, Jeffrey Kyle. "Building a consensus on the professional dispositions of counseling students: A content analysis on counseling student retention policies." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618486.
Повний текст джерелаKelly, Brighid. "Perception of professional ethics among senior baccalaureate nursing students /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612166245.
Повний текст джерелаSergakis, Georgianna G. "Pre-professional allied health students' knowledge, attitudes, beliefs about aging and intentions to work with older adults." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164820005.
Повний текст джерелаReed, Linda E. Newsom Ron. "Determining the relationship between motivation and academic outcomes among students in the health professions." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3624.
Повний текст джерелаReed, Linda E. "Determining the Relationship Between Motivation and Academic Outcomes Among Students in the Health Professions." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3624/.
Повний текст джерелаKhizanishvili, Anna. "Counseling international students : presenting concerns and implications for the college mental health professional /." Full-text of dissertation on the Internet (260.54 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/khizanax/khizanax_masters_04-16-2010_01.pdf.
Повний текст джерелаJackson, Yvonne Jackson. "Health Science Adminstrators' Perception of Remediation with Students in the Professional Track Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2833.
Повний текст джерелаFoley, Kathleen T. "Occupational therapy professional students. Level II Fieldwork experience is it broken? /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3283103.
Повний текст джерелаSource: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3756. Adviser: Nancy Chism. Title from dissertation home page (viewed May 8, 2008).
Lyles, Ayanna N. "Development of an instrument to assess how health education professional preparation programs prepare students to address health disparities /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594485181&sid=17&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Повний текст джерелаClarke, Channine. "Occupational therapy students' experiences of role-emerging placements and their influence on professional practice." Thesis, University of Brighton, 2012. https://research.brighton.ac.uk/en/studentTheses/a61504f4-cecc-4d7b-8e09-879ab99a4161.
Повний текст джерелаPolaha, Jodi. "Start ‘Em Young: A Study of Interprofessional Education Outcomes in First-Year Health Professions Students." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6652.
Повний текст джерелаTsai, Yu-Chia. "Tobacco use and cessation counseling in a population of health professions students in South Africa." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11116.
Повний текст джерелаTobacco is a leading risk factor for the global burden of disease in both developed and developing countries. The morbidity and mortality caused by tobacco can be prevented efficaciously and cost-effectively by active intervention from health professionals. In developing countries, a limited number of studies have explored tobacco usage and training in smoking cessation and prevention amongst health professions students. This pilot study evaluated: 1. tobacco use patterns; 2. knowledge, attitudes and beliefs towards tobacco use and tobacco control; 3. environmental tobacco smoke exposures; and 4. training in smoking cessation and prevention amongst health professions students in South Africa.
Roth, Susan Elizabeth 1959. "LIKELINESS OF SEEKING PROFESSIONAL PSYCHOLOGICAL SERVICES." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/277259.
Повний текст джерелаGroom, Amanda. "Correlates of Transfer-Student Persistence and Degree Completion in the College of Health Professions." Thesis, North Dakota State University, 2016. https://hdl.handle.net/10365/28150.
Повний текст джерелаPorter, Elizabeth Mary Joan. "How health visitors perceive/use their knowledge and skills in relation to teaching Project 2000 Nurse Students." Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286752.
Повний текст джерелаDrew, Tara M. "Learning style, seat preference, and past profession| Predicting traditional osteopathic student achievement." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646840.
Повний текст джерелаThe study was designed to examine the predictive relationship between the variables of seat preference, learning style, and past profession, and student achievement. A convenience sample of N = 248 traditional manual osteopathic students of two Canadian and one Swiss accredited English speaking part-time colleges was recruited for the quasi experimental predictive study. The participants were adult learners ranging in age from 20 – 69 years with 71% of the sample being female in accordance to the population demographic. The data collection included grade score, learning style as measured by the Learning Style Inventory (LSI 3.1), and a researcher designed survey, Demographic and Seat Preference Survey (DSPS), which gathered information on age, past profession, education, sensory deficits, and seat preferences of three seat diagrams. A multiple regression analysis was used to create the predictive equation. The variables seat preference, learning style, and past profession statistically predicted student achievement R2 = .10, F(10, 217) = 2.33, p = .01, power .92. The specific variables action seat in the 10 X 5 seating plan b1 10X5AS = 2.91, t(217) = 2.51, p = .01, 95%CI[0.63, 5.20]; the professions of athletic therapy b2 AT = 4.60, t(217) = 2.77, p = .01, 95%CI[1.33, 7.86], Nurse/kinesiologist/occupational therapist b2 NR/KIN/OT = 4.10, t(217) = 2.54, p = .01, 95%CI[0.92, 7.27], and Other profession b2 OTHER = 3.48, t(217) = 2.26, p = .03, 95%CI[0.45, 6.52]; and the diverging learning style b5diverging = -3.03, t(217) = -2.13, p = .03, [-5.83, -0.23] contributed significantly to the prediction. In pair-wise comparisons there were significant (p < .05) differences in mean achievement scores between the professions of athletic therapists, nurse/kinesiologists/occupational therapists, and other professions, and medical doctor/osteopathic physician/dentist, and massage therapists; between students preferring the assimilating learning style and students preferring the diverging learning style; and between the 10 X 5 action seats and non-action seats. The findings of the study support the predictive nature of past professions, learning style, and action seat preference in an English-speaking accredited part-time traditional manual osteopathic program. Recommendations for continued data collection and investigating the variables of first language and campus location are made.
Willhaus, Janet. "Measures of physiological and psychological stress in novice health professions students during a simulated patient emergency." Thesis, Washington State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587191.
Повний текст джерелаLearning to provide emergency care alone and with others in the clinical environment imposes unexplored stresses on novice caregivers. It is unclear whether this stress inhibits or promotes performance and learning. Many academic health professions programs incorporate simulation as a method for teaching patient care emergencies. This study employed a modified switching replications design to explore the relationships and differences between psychological, physiological, and performance measures in health professions students who participated in acutely stressful health care simulation scenarios. Twenty-seven volunteer participants recruited from nursing, medicine, pharmacy, physical therapy, occupational therapy and speech therapy were assigned to teams in either a simulation treatment or a control group. Teams participated in two simulations scenarios where a fallen patient required assistance. Subjects in the simulation treatment groups received a standardized training module called the First Five Minutes® between simulation experiences. Mean heart rate, maximal mean heart rate, salivary alpha amylase levels, and salivary cortisol levels were compared at intervals before, during, and after each simulation scenario. Psychological stress was evaluated using the Stressor Appraisal Scale (SAS). Team performance during scenarios was scored by independent evaluators using an skills checklist adapted from a standardized commercially available training module, The First Five Minutes™. Performance scores improved in both groups during the second simulation. Mean performance scores of the simulation intervention teams (M = 14.1, SD = 1.43) were significantly higher (t = 4.54, p < .01) than the performance scores of the control teams ( M = 10.6, SD = .96). Psychological and physiological measures did not significantly predict performance. Psychological and physiological indicators were reactive to the simulations across time, but did not differ significantly between the control and simulation intervention groups. This investigation explored the multi-dimensional nature of stress (psychological and physiological) that health professions students experience while learning. Simulation intervention did significantly improve group performance, but did not mitigate individual participant stress. Future research should include study with teams of working professionals to determine whether performance and stress measures differ with experience and expertise.
Heath, Amy Elizabeth. "Self-regulated Learning in Doctor of Physical Therapy Students." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216572.
Повний текст джерелаPh.D.
There is a paucity of adult professional education literature, yet there are multiple theories and models from which to extrapolate information regarding learning in this population, including self-regulated learning theory and adult learning models. The first aim of this study was to explore these bodies of literature and provide a compelling argument for how these theories and models may be considered relative to each other. The second aim of this study was to provide empirical support for the theoretical framework within the professional education population, specifically for Doctor of Physical Therapy (DPT) students. Participants included 232 DPT students from a large, research-intensive university in the mid-Atlantic region. The Self-directed Learning Readiness Survey for Nursing Education (SDLRSNE) (Fisher, King, & Tague, 2001) was administered to five cohorts of students seven times throughout the duration of the DPT program. T-tests and ANOVAs were conducted to determine cohort differences. The data were collapsed across time in order to generate longitudinal growth curve models. Results revealed that the SDLRSNE is an internally consistent tool to utilize with DPT students and that the majority of DPT students were self-regulated learners. Results from the growth curve models indicated that self-regulated learning increased across time, was discontinuous within the DPT program, and that participation in clinical education experiences coincided with the change in slope of the model that best fit the data. Additionally, results indicated that the age of a student (traditional: age 19-24 versus nontraditional: age 25+) significantly predicted Desire For Learning subscale scores.
Temple University--Theses
Blanco-Blanco, Ernesto V. "Students’ perceptions of the role and utility of formative assessment feedback on PBL tutorials." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85691.
Повний текст джерелаIntroduction: The close interrelation between the processes of learning, assessment and feedback has been recognized and supported extensively in the educational field for many decades. The benefits of the feedback as a strong tool for facilitating learning have been corroborated by learning theories and educational research. The introduction of Problem- Based Learning (PBL) approaches to higher education programmes, especially in medical training, is a worldwide trend. The PBL approach to learning brings new perspectives to the specific characteristics and values of feedback on learning and the quality of learning and thus, more especially to the role of the tutor as learning facilitator. Purpose: To explore the medical students’ perception of the role and utility of the verbal feedback provided by the tutor to students during the PBL tutorial sessions; and the students’ perceptions on how to improve the effectiveness of the feedback. Methodology: This study used a qualitative and interpretive methodological approach. The qualitative data collection tool used was the focus group discussion. The study was conducted at the Walter Sisulu University in the Eastern Cape province of South Africa, where the faculty of Health Sciences has implemented the PBL approach for training. The research targeted the students in the third year of the MBChB program. Results: Students’ perceptions on the role of the tutorial feedback suggested that they strongly acknowledge its value: they see it as a tool for improving their learning skills and also as an enhancer of their learning motivation and regulation. The students also perceived it as instrumental in the modelling of programme-specific professional skills which would be required in their future medical practice. Students’ expectations from PBL-tutors feedback are quite high and comprehensive regarding both the kind and the nature of the feedback. Students perceived that the imperfections in the feedback received during tutorial sessions were a source of emotional discomfort and a hindrance to their learning success. The students’ need for clear, timely and regular provision of feedback, based on specific learning outcomes, was also highlighted. The participants’ recommendations for improving the efficient use of feedback included the regularization of the feedback practices across the different tutors and an increase in the allotted time for self-directed learning in their schedule. Conclusions: The results of this study support the need for a socio-constructive learning environment to ensure successful learning in PBL. Among other conditions, the harmonious provision of balanced, supportive and motivating feedback is a complement for the establishment of a learning environment conducive to learning. Similarly, students highlighted the need for highly skilled PBL-trained tutors, to enable them to self-monitor and self-regulate their learning, and ensure learning success via the facilitation and feedback. Higher Education Institutions using PBL training must identify and address factors limiting the effectiveness of the feedback and the overall quality of learning such as increased staff workload, increased demand for resources and modularization of courses. Recommendations: Higher education institutions using PBL training should address the need for training of tutors in the different aspects and practices of the feedback in the specific settings of the small group tutorial. External factors interfering with the effective use of tutors’ feedback should also be considered to minimize their negative impact on students’ learning. A regular process of curriculum enquiry is required to ensure the constructivist alignment of the different curricular components and overall design as a condition for the successful implementation of PBL.
Thomas, Nakpangi. "The Experiences of Counseling Graduate Students Who Participated in Professional Legislative Advocacy Training." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13805568.
Повний текст джерелаLegislative advocacy efforts are increasingly becoming part of a counselor’s professional identity, yet scholarly literature lacks studies about experiences of counseling students involved in legislative advocacy for the counseling profession. The purpose of this study was to gain an understanding of the meaning counseling students ascribe to their involvement in legislative advocacy for the counseling profession. Astin’s student involvement theory was the conceptual framework utilized to explore the lived experiences of counseling graduate students and recent graduates who participated in a 4-day long American Counseling Association Institute for Leadership Training on legislative advocacy and leadership or in professional legislative advocacy at the state level. Convenient and snowball sampling yielded 8 participants who engaged in semistructured interviews. Using interpretative phenomenological analysis, the data were analyzed to identify essential themes. Thematic analysis was conducted by hand using literature-based codes and lean coding as well as NVivo software. Themes included awareness, faculty mentor, involvement, incorporating legislative advocacy into the curriculum, lack of confidence, student learning and personal development, legislative culture, motivation, student obstacles to professional legislative advocacy, and problems in working with other professions. Findings may be useful for counselor educators seeking to integrate professional legislative advocacy into the counseling curriculum. Implementing a professional legislative advocacy approach into the counseling curriculum might contribute to counselor students’ developing a propensity for leadership, advocacy, and professional legislative advocacy beyond graduation.
Martin, Judith Margaret. "Learning together to work together : experiencies of pre-registration students from four health care professional groups." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289173.
Повний текст джерелаForman, D. "Shared learning : monitoring the attitudinal changes of staff and students on undergraduate health care professional programmes." Thesis, Sheffield Hallam University, 2000. http://shura.shu.ac.uk/19656/.
Повний текст джерелаNickerson, Kim J. (Kim Jung). "Mistrust Level and Attitudes Toward Seeking Professional Psychological Help." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc500559/.
Повний текст джерелаEngelmann, Jeanine M. "Accuracy and Reliability of Peer Assessment of Clinical Skills and Professional Behaviors Among Undergraduate Athletic Training Students." Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646221.
Повний текст джерелаPeer assessment is used by health care professionals as a way to share knowledge and evaluate the performance of colleagues. Peer assessment is used widely in medical education as a preparatory tool for students, but peer assessment research in athletic training education is lacking. Athletic trainers are healthcare providers with a similar skill-set to physicians, thus, athletic training education can benefit from the use of peer assessment. Athletic training educators need to research the use of peer assessment as an evaluation tool in order to better prepare students to practice as healthcare professionals. This study investigated the accuracy and reliability of undergraduate athletic training students in their ability to assess their peers. This quasi-experimental study used between-group and within-group designs to answer the research questions. Junior-level students, senior-level students, and their instructors were enrolled as participants. Each student group’s ratings of clinical skills and professional behaviors were compared to instructor ratings to measure accuracy, and each student group’s ratings were compared for reliability. Cohen’s kappa coefficient measured inter-rater agreement for all statistical analyses. Both groups of students were accurate raters (p < .05) of their peers on clinical skills, but only the senior-level students were accurate in rating professional behaviors. Both groups of students were reliable in rating their peers on about half of the clinical skills. The senior-level students were also reliable in evaluating professional behaviors, but the junior-level students were not. The data for this study showed high levels of observed agreement for most clinical skills, subscales and the professional behaviors, but some items had low Cohen’s kappa values, most likely due to a known paradox that occurs with the kappa statistic. As the first study in athletic training education to use undergraduate students, live data collection, and rating of professional behaviors, the findings were promising for future research. Future research needs to include training in peer assessment, use of repeated measures, and comparison of instructor scores in order to better understand peer assessment in this population. Additionally, there is a need to establish consistent, quality measures in peer assessment research, including those used in athletic training education.
Schabort, Desire. "Students' perceptions of anatomy as expressed through drawings." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85780.
Повний текст джерелаENGLISH ABSTRACT: Anatomy remains a foundational subject in the preclinical years of medical and other allied health sciences courses, with exceptionally large volumes of content, and a unique practical aspect: conducting cadaveric dissection and the use of pre-dissected cadaver specimens. The educational climate can be set by incorporating a suitable introduction to the subject, addressing academically and emotionally underprepared students before the formal commencement of the Anatomy curriculum. The literature does not mention what such an Introduction Module should entail. Quantitative means such as questionnaires have been used to evaluate the perceptions and the emotional and psychological influence of Anatomy. It is often assumed that through words meaning is conveyed, providing researchers with data that can be objectively interpreted. But questionnaires are rather pre-emptive of what students might say about what they experience, and the number of possible answers is restricted. The use of drawings might be an opportunity for the students to express their unmediated feelings; strong emotions could appear in the form of images instead of words, allowing students to experience rather than verbalize feelings especially with a limited vocabulary. Qualitative data analysis enables the researcher to get at complex layers of meaning, interprets human behaviour and experiences beyond the surface appearance, provides rich evidence of this behaviour and/or experiences and consequently builds theory inductively from the data source. The primary purpose of this study is to establish the feasibility of using drawings to explore how a diverse group of students from the University of Limpopo, Medunsa Campus, view Anatomy and what insights can be gained from these drawings to inform the Introduction Module. Students were asked to draw their perceptions of Anatomy after approximately 10 weeks of allocated contact time, which includes lectures as well as practical sessions. A total of 74% (134 out of 181) drawings were handed in. A matrix-type method of analysis based on existing literature was formulated to analyse the drawings. Three dimensions were identified for each of the drawings: “what” is illustrated, then “how” is the message conveyed or illustrated, and lastly, the “emotion” communicated through the drawing. The reliability was increased with two interpreters who analysed the drawings. Learning approaches, orientation on human life and death, the general emotional state of individuals influenced by Anatomy, their course of study, the influence of family and friends are some of the aspects that were depicted in the drawings. The rich data encountered through the drawings provided curriculum organisers with insights enabling them to implement necessary changes to the Introduction Module in order to improve student preparedness for what is to follow during the Anatomy curriculum. Further studies are recommended on how student drawings can be utilised to inform curricula and in other educational contexts.
AFRIKAANSE OPSOMMING: Anatomie bly 'n fundamentele vakgebied in die prekliniese jare van mediese en ander verwante gesondheidswetenskappe kursusse, met besonder groot volumes van die studieinhoud en 'n unieke praktiese aspek: die uitvoer van kadawer disseksie en die gebruik van voorafgedissekteerde kadawer monsters. Die opvoedkundige klimaat kan ingestel word deur 'n geskikte Inleiding Module tot die kurrikulum te voeg wat akademies en emosioneel swak voorbereide studente kan voorberei vir die formele Anatomie kurrikulum. Literatuur noem nie wat so 'n Inleiding Module moet behels nie. Kwantitatiewe praktyke soos vraelyste is voorheen gebruik om die persepsies en die emosionele en sielkundige invloed van Anatomie te evalueer. Dit word dikwels aanvaar dat deur woorde betekenis oorgedra word wat navorsers van data voorsien wat objektief vertolk kan word. Maar vraelyste is vooropgestel ten opsigte van dit wat studente mag ervaar, en die aantal moontlike antwoorde is beperk. Sterk emosies kan na vore kom in die vorm van beelde in plaas van woorde, wat studente in staat stel om te ervaar, eerder as om gevoelens te verwoord, veral met 'n beperkte woordeskat. Die gebruik van tekeninge is 'n geleentheid vir die student om hul onverdeelde gevoelens uit te druk. Kwalitatiewe data-ontleding stel die navorser in staat om komplekse lae van betekenis te interpreteer, menslike gedrag en ervarings buite die oppervlak te analiseer, bied voldoende bewyse van hierdie gedrag en ervarings en kan gevolglik teorie induktief uit die data bron bou. Die primêre doel van hierdie studie is om die lewensvatbaarheid van die gebruik van tekeninge te verken in hoe 'n diverse groep studente aan die Universiteit van Limpopo, Medunsa-kampus, Anatomie sien en watter insigte kan verkry word uit hierdie tekeninge om die temas wat in die Inleiding Module aangespreek moet word, vas te stel. Studente is gevra om hul persepsies van Anatomie uit te beeld na ongeveer tien weke se formele kontaktyd, wat lesings, sowel as praktiese sessies insluit. 'n Totaal van 74% (134 uit 181) tekeninge is ingehandig. 'n Matriks-tipe metode van analise gebaseer op bestaande literatuur is geformuleer om die tekeninge te ontleed. Drie dimensies is geïdentifiseer vir elk van die tekeninge: "wat" is geteken, dan "hoe" is die boodskap wat oorgedra word geïllustreer, en laastens die “emosie” gekommunikeer deur die tekening. Die betroubaarheid is verhoog met twee individue wat die tekeninge ontleed. Leerbenaderings, oriëntering op die menslike lewe en die dood, die algemene emosionele toestand van individue en hoe dit hul persepsies van Anatomie beinvloed, die studiekursus waarvoor hul ingeskryf is, die invloed van familie en vriende, is 'n paar aspekte wat in die tekeninge uitgebeeld is. Die ryk data teëgekom in die tekeninge kan kurrikulum organiseerders in staat te stel om die nodige veranderinge aan die Inleiding Module te implementeer ten einde die voorbereiding van studente te verbeter vir wat gaan volg tydens die Anatomy kurrikulum. Verdere studies word aanbeveel oor hoe student tekeninge gebruik kan word om leerplanne en in ander opvoedkundige kontekste in te lig.
Marling, Janet L. Trepka. "Wellness in student affairs: An exploration of the profession and its practitioners." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5262/.
Повний текст джерелаTwinn, Sheila Frances. "Change and conflict in health visiting practice : dilemmas in the assessment of professional competence in the education of student health visitors." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10006553/.
Повний текст джерелаColvey, Misty. "An assessment of preferred learning styles of undergraduate health, physical education, and sport sciences professional program students." Thesis, Arkansas State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1555343.
Повний текст джерелаPurpose: The purpose of this study was to evaluate relationships among learning styles, overall GPA, and major in undergraduate students enrolled in professional programs in the department of Health, Physical Education, and Sport Sciences. Methods: This study compared the learning styles of the students to their overall GPA, using the Computerized Assessment Program- Styles of Learning (CAPSOL©) Form B and self-reported GPA. Results: Participants consisted of 231 Health, Physical Education, and Sport Sciences undergraduate students. Correlation was found between preferred learning styles and actual overall GPA, major and actual overall GPA, and self-reported GPA and actual overall GPA. Conclusion: Health, Physical Education, and Sport Sciences undergraduate students resulted in preferred learning styles of individual, sequential, and bodily kinesthetic.
Wordsworth, Stephen. "A career in the allied health professions : borrowing from Bourdieu to navigate student choice, class and policy." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/7665/.
Повний текст джерелаMencini, Samantha J. "Student Perceptions of Faculty's Social Presence in Online Health Science Courses." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1459636587.
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