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1.
Pan Afr Med J ; 42: 4, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35685387

RESUMEN

Introduction: conforming health professional´s curricula and training to emerging needs and exponential growth in medical information and education is key. Interprofessional education is one such conformity. Faculty attitudes towards interprofessional education is a good predictor to their engagement. The study purpose is to determine attitudes of faculty and associated factors towards interprofessional education (IPE) at the College of Health Sciences of Jomo Kenyatta University of Agriculture and Technology. Methods: a cross-sectional study among 71 faculty was conducted. A 5-point Likert scale with three attitude subscales on IPE were used to collect data using stratified sampling method. Attitude was dichotomized with >75% as cut-off for positive attitude. Data was analyzed using SPSS version 25.0 software at 95% confidence level. Logistic regression was used to identify relationship between bio-demographic characteristics and attitude of faculty. Results: there were more male faculty than females and the mean age was 42 years. The overall attitude score was positive (124.46 >75%), with attitudes of faculty towards IPE in academic settings subscale yielding negative attitude score (36.86 <75%). Age, gender, academic position, and expertise level were not significant in influencing faculty´s attitude. Application of interprofessional education was significant (P=0.036), with faculty who had applied Interprofessional education at the college more likely to have positive attitudes. Conclusion: faculty have overall positive attitudes towards interprofessional education but negative attitudes towards subscale 3-interprofessional education in academic settings. Behavior change training and IPE sensitization to avert negative attitudes among faculty is recommended.


Asunto(s)
Educación Interprofesional , Relaciones Interprofesionales , Adulto , Actitud , Estudios Transversales , Docentes , Femenino , Humanos , Kenia , Masculino , Universidades
2.
Am J Public Health ; 112(S3): S314-S320, 2022 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-35679541

RESUMEN

We present an analysis of challenges facing public health nursing faculty members (PHNF) in the United States and their broader societal implications. The COVID-19 pandemic has exacerbated these challenges, making them untenable. Current academic structures-influenced by the broader sociopolitical climate-are problematic for PHNF: they disincentivize PHNF from researching social determinants of health and public health systems, teaching systems-level content that may be deemed "controversial" and that is not included on licensure exams, and engaging in service through advocacy and community partnerships. The fault lines within health care, public health systems, and higher education indicate that it is time to reevaluate how to incentivize socially just and equitable outcomes. Toward this goal, we propose that collective action and systemic change, including the perspectives of PHNF, is needed to better realize our shared goals. The analysis serves as a catalyst for conversations about academic structures, health care systems, the role of public health, and the kind of society we envision for ourselves and future generations. (Am J Public Health. 2022;112(S3):S314-S320. https://doi.org/10.2105/AJPH.2022.306819).


Asunto(s)
COVID-19 , Enfermería en Salud Pública , COVID-19/epidemiología , Docentes , Humanos , Pandemias , Salud Pública , Estados Unidos/epidemiología
3.
Artículo en Inglés | MEDLINE | ID: mdl-35682110

RESUMEN

The quality of work and task implementation in educational institutions to a large extent depends on the personnel of those institutions. This is particularly true in the case of teaching pupils with special educational needs. The climate of education and learning and job satisfaction depend on teachers themselves. The purpose of this study was to verify the extent to which the type of educational institution (a mainstream or special school) moderates the correlation between teachers' subjective evaluation of the organizational climate, their job satisfaction, and work-related emotions. The study involved 214 teachers representing all levels of school education in Poland, i.e., primary, middle, and high schools attended by pupils with special educational needs. Half of the teachers worked in mainstream schools and the other half-in special schools. The study used: The Organizational Climate Questionnaire by Litwin and Stringer; The Satisfaction with Job Scale; and The Work Affect Scale. The results clearly suggest that the teachers' perception of the organizational climate is a strong predictor of their job satisfaction and work-related emotions. A positive climate is associated with high satisfaction and good emotions (enthusiasm and comfort) while a negative climate co-occurs with low satisfaction and bad emotions (anxiety and depression). The organizational type of institution (mainstream or special school) does not significantly affect the above predictive attribute of the organizational climate.


Asunto(s)
Personal Docente , Satisfacción en el Trabajo , Emociones , Docentes , Humanos , Maestros/psicología , Instituciones Académicas
4.
Artículo en Inglés | MEDLINE | ID: mdl-35682396

RESUMEN

We analyzed the clinical characteristics and suicide-related factors of students who died by suicide in Korea in 2016-2020, based on teachers' reports. Using data on total suicide deaths (N = 654, mean age = 16.0, 52.6% boys) collected by the Ministry of Education of Korea, we investigated the demographic and clinical characteristics and suicide-related factors of suicide deaths in students aged 9-18 years. Considering gender, more boys (52.6%, N = 344) died by suicide than girls (47.4%, N = 310). About 425 (65.0%) of the suicides were among high school students. The most common suicide method was jumping from a high place (70.6%, N = 454), followed by hanging (25.7%, N = 165). Additionally, 9.4% (N = 48) of the students who died by suicide had a history of attempted suicide, 13.4% (N = 73) had attempted self-harm, and 12.8% (N = 48) were acquainted with someone who had died by suicide. Teachers observed 20.6% (N = 120) of the suicide warning signs at school. Girls tended to have higher rates of attempted suicide, emotional problems, and psychiatric disorders than boys. This study was conducted with the largest sample of Korean suicide students observed at school. Effective suicide-related mental health training for teachers could contribute to suicide prevention in students.


Asunto(s)
Instituciones Académicas , Estudiantes , Adolescente , Niño , Docentes , Femenino , Humanos , Masculino , República de Corea/epidemiología , Estudiantes/psicología , Intento de Suicidio
5.
Br Dent J ; 232(11): 819-824, 2022 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-35689066

RESUMEN

Ben Fickling was a dentist and doctor who played a major part in the development of oral and maxillofacial surgery as a specialised discipline. He designed several surgical instruments, published (with William Warwick James) Injuries of the jaws and face and translated Le Fort's work into English, both in wartime. He was a founder member of the British and International Associations of Oral Surgeons. Fickling planned and inaugurated the Royal College of Surgeons of England's first higher examination in general dental surgery and he was Dean of its Faculty of Dental Surgery from 1968-1971.


Asunto(s)
Cirujanos Oromaxilofaciales , Cirugía Bucal , Cara , Docentes , Docentes de Odontología , Humanos , Maxilares , Cirugía Bucal/historia
6.
J Acoust Soc Am ; 151(5): 3234, 2022 May.
Artículo en Inglés | MEDLINE | ID: mdl-35649947

RESUMEN

Due to global shifts at educational institutions from in-person courses to online formats caused by the COVID-19 pandemic, the current study aimed to estimate whether currently available virtual audiology education tools are helpful for acquiring necessary audiology skills and knowledge from the perspective of both educators and students. Therefore, a remote survey was developed and distributed to faculty and students in undergraduate communication sciences disorders and graduate audiology programs. Although participation was somewhat limited, the trends observed in the survey results suggested that the majority of both educators and students found the subset of virtual tools easy to use, that these tools improved teaching methods and learning outcomes, and that these tools would likely be used again.


Asunto(s)
Audiología , COVID-19 , Audiología/educación , COVID-19/epidemiología , Docentes , Humanos , Pandemias , Estudiantes
7.
BMC Med Educ ; 22(1): 418, 2022 Jun 01.
Artículo en Inglés | MEDLINE | ID: mdl-35650576

RESUMEN

BACKGROUND: Universities enroll students from diverse backgrounds every year, with 300 million students expected in higher education by 2025. However, with widening participation, increasing numbers of students enrolling in higher health education and future health professions will be underprepared to meet demands of academic literacies, i.e. ability to read, interpret and critically evaluate academic texts and communicating the understanding verbally or in writing. The aim of this scoping review was to describe and explore methods and strategies to promote development of academic literacies. RESULTS: Thirty-one relevant studies were included and analyzed according to scoping review guidelines. The results showed four strategies: (1) integrating learning activities to develop academic literacies in the regular curriculum, (2) changing the course design with new methods for teaching and learning, (3) establish collaborations amongst academics and librarian faculty, and (4) adding courses or foundation year focusing on development of academic literacies. The results are discussed in light of the United Nations Agenda 2030 Sustainable Development, Goal 4, Quality Education, and widening participation. CONCLUSIONS: Aspects of widening participation and inclusion in higher education have been debated, and increasing numbers of students from diverse backgrounds are expected to enter health studies in higher education. We encourage integration of teaching and learning activities targeting parallel learning of course materials and development of academic literacies, beyond study skills. Embracing epistemic complexity and diversity as well as choosing strategic work with academic literacies may provide a starting point toward realizing sustainable development goals and widening participation.


Asunto(s)
Curriculum , Empleos en Salud , Docentes , Empleos en Salud/educación , Humanos , Estudiantes , Escritura
8.
J Christ Nurs ; 39(3): 156-161, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35665420

RESUMEN

ABSTRACT: Educating prelicensure nurses about the positive outcomes of prayer can improve the potential for nurses to develop their skill and readiness to pray with or for patients as is appropriate and ethical. When nursing students learn to pray with their patients and families, the trusting component of the nurse-patient relationship becomes strengthened. As faculty and preceptors role-model praying with patients, students can begin to develop competency in providing spiritual care.


Asunto(s)
Religión , Estudiantes de Enfermería , Docentes , Humanos , Relaciones Enfermero-Paciente , Espiritualidad
9.
East Mediterr Health J ; 28(5): 362-380, 2022 May 29.
Artículo en Inglés | MEDLINE | ID: mdl-35670441

RESUMEN

Background: Faculty development is essential for enhancing medical education. The World Health Organization in 2013, promoted faculty development based on moderate quality of evidence and conditional recommendations. Aims: To conduct systematic review of faculty development programmes in medical education in the Eastern Mediterranean Region (EMR), during 2013 to 2020. Methods: A systematic research was conducted in PubMed, Google Scholar, EMBASE and ERIC using appropriate Boolean operators. Articles in English from the EMR, explicitly mentioning "faculty development" in medical education, in the title, abstract or anywhere in the text, during 2013-2020 were included. Results: Two thousand three hundred and forty-seven (2347) articles were retrieved, of which 54 were considered for further analysis based on Kirkpatrick's Model for program evaluation. Articles were grouped into 4 themes: evaluation of new interventions (n = 21), evaluation of already implemented interventions (n = 13), needs assessment (n = 16), and recommendations and guidelines (n = 4). It was revealed that 23 studies addressed level 1 (reaction), while 4 studies addressed level 4 (results) of the Kirkpatrick's Model of program evaluation. Conclusion: Faculty development should be need-based and provide hands-on training. Longitudinal programmes are recommended for maximum benefits.


Asunto(s)
Educación Médica , Docentes , Docentes Médicos , Humanos , Región Mediterránea , Evaluación de Programas y Proyectos de Salud
10.
East Mediterr Health J ; 28(5): 381-389, 2022 May 29.
Artículo en Inglés | MEDLINE | ID: mdl-35670442

RESUMEN

Background: The World Health Organization Regional Office for the Eastern Mediterranean Region established social accountability as one of its strategic directions for medical education in 2015, and individual countries have been contributing to ongoing social accountability endeavours. Aims: This study aimed to identify themes related to compliance with social accountability concepts in the countries of the Eastern Mediterranean Region (EMR) based on published papers. Methods: Thematic analysis of qualitative studies was done following a scoping review of published papers in the EMR over the period 1995-2021. CINAHL, Google Scholar, PubMed, Scopus, and Web of Sciences were searched along with a manual search for articles from reference lists. The Enhancing Transparency in Reporting the Synthesis of Qualitative Research ENTREQ statement guided the review. Results: The reviewed studies (n = 3) were from 3 countries in the EMR: Egypt, Saudi Arabia, and Sudan. These studies identified 7 key themes: mission and governance, communication with stakeholders, a community-oriented and community- based curriculum, provision of health services, responding to emerging community health needs, impactful faculty and student research and gaps to be addressed. Conclusions: Despite the call to reorient health profession schools to be responsive to the community and health system needs, only 3 countries in the EMR reported their efforts to move towards social accountability. Urgent action needs to be taken by medical education leaders in the Region to support colleges in their compliance with social accountability concepts.


Asunto(s)
Educación Médica , Facultades de Medicina , Curriculum , Docentes , Humanos , Responsabilidad Social
11.
Subst Abus ; 43(1): 1215-1220, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35657646

RESUMEN

Background Addiction programs at academic medical centers must navigate complex, multidisciplinary environments as they work to advance the field and improve substance use treatment access and outcomes. Programs can employ strategic planning processes to identify goals and strategies for success. Methods: The Yale Program in Addiction Medicine began a series of strategic planning activities in February 2020 with the primary aims of (1) conducting a point-in-time needs assessment for the Program and (2) identifying goals for Program improvement and expansion. Drawing upon a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis framework and the Delphi method for group decision-making, these strategic planning activities were implemented in four steps involving multimodal engagement and iterative feedback amongst Program faculty and selected stakeholders. Results: Primary deliverables included four overarching programmatic goals, associated action items, strategies for success, a proposed implementation timeline, and a revised Mission, Vision, and Values statement for the Program. Conclusion: Methodologic considerations and environmental factors offer insight into the strengths, limitations, and adaptive potential of this approach as well as others described in the literature. Key outputs highlight the benefits and timeliness of strategic planning for addiction programs, as heightened interest and investment in substance use treatment, prevention, and harm reduction paves the way for opportunity and innovation.


Asunto(s)
Medicina de las Adicciones , Trastornos Relacionados con Sustancias , Centros Médicos Académicos , Docentes , Humanos , Planificación Estratégica , Trastornos Relacionados con Sustancias/terapia
12.
13.
BMC Med Educ ; 22(1): 475, 2022 Jun 20.
Artículo en Inglés | MEDLINE | ID: mdl-35725450

RESUMEN

BACKGROUND: The higher education institutions worldwide have been transformed unexpectedly to online teaching. This sudden movement from blended learning or traditional face-to-face teaching has severely disrupted university activities and posed many challenges for teaching staff, who were asked to develop online versions of their courses overnight. This study explores the effect of the current changes in education style and working from home on the stress and burnout levels of teaching staff. METHODS: This study utilized a cross-sectional design, whereby 278 participants (faculty and course instructors) from 17 campuses of one of the largest colleges in United Arab Emirates completed a web-based survey. Numerous instruments were utilized to obtain the following data: participants demographics; their perceived stress during online teaching; their perception of the impact of teaching from home on their family's daily life, physical health, mental health and ability to cope with stress; burnout level; and their satisfaction with online teaching. RESULTS: Around 60% of participants reported moderate stress level during online teaching (moderate stress = 5 to 8) under COVID-19 (M 6.21 ± 2.26). An independent sample t-test and ANOVA tests revealed that participants with 7-10 years of online teaching experience reported more stress than participants who have 4-6 years online teaching experience (M 7.29, ±1.11 Vs. 5.30, ±2.69; P = 0.04). Moreover, multiple regression analysis showed that higher stress levels and lower satisfaction with the online teaching experience were associated with more significant personal and working burnout. Married participants with school-age children were at greater risk of personal burnout. CONCLUSION: The transition to remote education imposed mental burdens and stress on faculty members. Supportive professional development strategies to enrich faculty with online teaching skills are urgently required.


Asunto(s)
Agotamiento Profesional , COVID-19 , Agotamiento Profesional/epidemiología , Agotamiento Profesional/psicología , Agotamiento Psicológico , COVID-19/epidemiología , Niño , Estudios Transversales , Docentes/psicología , Humanos
14.
J Public Health Dent ; 82 Suppl 1: 103-113, 2022 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-35726474

RESUMEN

OBJECTIVES: The purpose of this paper is to describe the racialized barriers to recruiting and retaining historically underrepresented racially/ethnically diverse (HURE) faculty at U.S. dental schools and the linkages of these barriers to structural racism to assist dental schools in eliminating these hurdles through an antiracism framework. METHODS: Data is used to describe the trends in the racial/ethnic composition of dental school faculty and the parity gaps by race/ethnicity between dentists and the U.S. POPULATION: Literature on the recruitment and retention of faculty of color at higher education institutions is reviewed to identify challenges and best practices. Barriers to the full participation of HURE faculty, outlined in the American Dental Education Association's Faculty Diversity Toolkit, are also identified. Research on antiracism frameworks is also investigated to denote their uses and key components. RESULTS: There is a critical shortage of HURE faculty at dental schools and active HURE dentists in the U.S. A history of racism and its legacy reinforce biases, stereotypes, and power structures that harm HURE faculty at U.S. dental schools. An anti-racism framework is needed to holistically eliminate inequities and racialized policies and practices that persists as barriers for HURE faculty. CONCLUSIONS: Increasing the representation of HURE dentists in the workforce and dental school faculty requires a major disruption to culture and institutional practices that mask centuries of structural racism embedded within complex academic systems. Dental schools must use antiracism models to create strategic initiatives that support a humanistic, equitable, and antiracism environment where HURE faculty can thrive.


Asunto(s)
Racismo , Odontología , Docentes , Humanos , Estados Unidos , Recursos Humanos
15.
J Pak Med Assoc ; 72(5): 866-873, 2022 May.
Artículo en Inglés | MEDLINE | ID: mdl-35713046

RESUMEN

OBJECTIVE: To explore the perceptions of medical and dental faculty regarding the existing promotion criterion and develop a proposed alternative criterion. METHODS: The qualitative exploratory study was conducted from November 2019 to May 2020 at Shaheed Zulfiqar Ali Bhutto Medical University, Islamabad, Pakistan, after approval from the Islamic International Medical College which is affiliated with Riphah International University, Rawalpindi, Pakistan. It comprised focus group discussions involving experts from two medical and dental colleges from both private and public sectors. Data was analysed manually to develop codes, subthemes and themes. RESULTS: Of the 24 participants, 12(50%) participated in each of the two focus groups discussions. Each discussion included 1(8.3%) principal, 2(16.7%) professors, 1(8.3%) associate professor, 2(16.7%) assistant professors and 1(8.3%) senior lecturer from basic sciences, and 1(8.3%) professor, 1(8.3%) associate professor and 1(8.3%) assistant professor from the clinical side as well as 1(8.3%) final year student each from the medical and dental streams. All 24(100%) believed that the current promotion criteria was unrealistic, inconsistent and biased, and lacked justified faculty evaluation; 19(80%) agreed on strengthening the role of research in promotion; 3(12.5%) highlighted lack of opportunities for post-graduation, and 18(75%) were in favour of introducing faculty e-portfolio. Collectively, they suggested that in order to make the criteria dependable, it should include comprehensive teacher assessment with mandatory continuing professional development activities, by standardising research work, and through introducing robust faculty promotion policy and guidelines. CONCLUSIONS: Faculty opinions outlining the gaps in the existing promotion criteria of medical and dental colleges associated with a specific medical university in Pakistan carries critical value as they proposed a modified criteria contextual to the needs of the faculty.


Asunto(s)
Docentes , Políticas , Escolaridad , Docentes Médicos , Humanos , Pakistán , Universidades
16.
Curr Pharm Teach Learn ; 14(5): 591-596, 2022 May.
Artículo en Inglés | MEDLINE | ID: mdl-35715099

RESUMEN

INTRODUCTION: Short-answer questions (SAQs) are often used to assess pharmacy student competency. However, the literature lacks guidance on SAQ development strategies, resulting in varying practices between SAQ writers. Understanding student and faculty perceptions of what constitutes a high-quality SAQ can identify best practices for SAQ development. METHODS: We surveyed second-year pharmacy students at the University of California San Francisco (UCSF) to assess their perceptions of SAQs. Likert-type data were descriptively analyzed, and open-ended responses were analyzed using thematic analysis; we used these results to draft an initial SAQ checklist. We then conducted focus groups of UCSF pharmacy faculty to explore their experiences writing SAQs. Transcripts were analyzed using the survey codebook and de novo codes to generate themes. We used the focus group findings to finalize the checklist. RESULTS: Seventy-five students (82%) completed the survey. Students identified "structure" (organizing into sections/lists) and "content" (clearly delineating student's task) as two ways to improve SAQ quality. Eight faculty participated in focus groups of two to three participants each. Faculty expanded on these previous themes and also identified a new theme, "process." This included peer review of SAQs as well as the iterative process involved in writing the SAQ, model answer, and grading rubric. CONCLUSIONS: Content, structure, and process were the three areas identified for the improvement of SAQ quality at our institution. A checklist outlining best practices in these areas may be best implemented and adopted within the SAQ peer-review process.


Asunto(s)
Evaluación Educacional , Estudiantes de Farmacia , Evaluación Educacional/métodos , Docentes , Docentes de Farmacia , Humanos , Escritura
17.
Sci Eng Ethics ; 28(3): 27, 2022 Jun 02.
Artículo en Inglés | MEDLINE | ID: mdl-35652979

RESUMEN

In the United States National Science Foundation and the National Institutes of Health have mandated training STEM doctoral students in the ethical and responsible conduct of research to improve doctoral students' ethical decision-making skills; however, little is known about the process and factors that STEM faculty and graduate students use in their decision-making. This exploratory case study examined how four triads of chemistry faculty and their doctoral students recruited from three research universities in the eastern United States engaged in ethical decision-making on issues of authorship, assignment of credit, and plagiarism. A mixed-methods approach involving the administration of an online survey consisting of three open-ended case studies followed by a think-aloud interview was utilized. Participants were found to use analogical reasoning and base their decision-making on a common core set of considerations including fundamental principles, social contracts, consequences, and discussion with an advisor, often using prior personal experiences as sources. Co-authorship did not appear to impact the doctoral students' ethical decision-making. Gender may play a role in graduate students' decision-making; female doctoral students appeared to be less likely to consider prior experiences when evaluating the vignettes. Graduate students' lack of knowledge of the core issues in the responsible conduct of research, coupled with their lack of research experience, and inability to identify the core considerations may lead them to make bad judgments in specific situations. Our findings help explain the minimal impact that the current responsible conduct of research training methods has had on graduate students' ethical decision-making and should lead to the development of more effective approaches.


Asunto(s)
Autoria , Toma de Decisiones , Docentes , Femenino , Humanos , Principios Morales , Estudiantes , Estados Unidos
18.
PLoS One ; 17(6): e0269949, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35704652

RESUMEN

The idea of faculty engaging in meaningful dialogue with different publics instead of simply communicating their research to interested audiences has gradually morphed from a novel concept to a mainstay within most parts of the academy. Given the wide variety of public engagement modalities, it may be unsurprising that we still lack a comprehensive and granular understanding of factors that influence faculty willingness to engage with public audiences. Those nuances are not always captured by quantitative surveys that rely on pre-determined categories to assess scholars' willingness to engage. While closed-ended categories are useful to examine which factors influence the willingness to engage more than others, it is unlikely that pre-determined categories comprehensively represent the range of factors that undermine or encourage engagement, including perceptual influences, institutional barriers, and scholars' lived experiences. To gain insight into these individual perspectives and lived experiences, we conducted focus group discussions with faculty members at a large midwestern land-grant university in the United States. Our findings provide context to previous studies of public engagement and suggest four themes for future research. These themes affirm the persistence of institutional barriers to engaging with the public, particularly the expectations in the promotion process for tenure-track faculty. However, we also find a perception that junior faculty and graduate students are challenging the status quo by introducing a new wave of attention to public engagement. This finding suggests a "trickle-up" effect through junior faculty and graduate students expecting institutional support for public engagement. Our findings highlight the need to consider how both top-down factors such as institutional expectations and bottom-up factors such as graduate student interest shape faculty members' decisions to participate in public engagement activities.


Asunto(s)
Docentes , Estudiantes , Organización de la Financiación , Humanos , Organizaciones , Estados Unidos , Universidades
19.
J Am Heart Assoc ; 11(11): e025661, 2022 Jun 07.
Artículo en Inglés | MEDLINE | ID: mdl-35656992

RESUMEN

The aim of this scoping review initiated by the Education, Implementation and Teams Task Force of the International Liaison Committee on Resuscitation was to identify faculty development approaches to improve instructional competence in accredited life support courses. We searched PubMed, Ovid Embase, Cumulative Index to Nursing and Allied Health Literature, and the Cochrane Central Register of Controlled Trials to identify studies published from January 1, 1966 to December 31, 2021 on approaches to improve faculty development for life support courses. Data on participant characteristics, interventions, design, and outcomes of included studies were extracted. Of the initially identified 10 310 studies, we included 20 studies (5 conference abstracts, 1 short communication, 14 full-length articles). Among them, 12 studies aimed to improve instructors/candidates' teaching ability in basic life support courses. A wide variety of interventions were identified. The interventions were categorized into 4 themes: instructor qualification/training (n=9), assessment tools (n=3), teaching skills enhancement (n=3), and additional courses for instructors (n=5). Most studies showed that these interventions improved specific teaching ability or confidence of the instructors and learning outcomes in different kinds of life support courses. However, no studies addressed clinical outcomes of patients. In conclusion, the faculty development approaches for instructors are generally associated with improved learning outcomes for participants, and also improved teaching ability and self-confidence of the instructors. It is encouraged that local organizations implement faculty development programs for their teaching staff of their accredited resuscitation courses. Further studies should explore the best ways to strengthen and maintain instructor competency, and define the cost-effectiveness of various different faculty development strategies.


Asunto(s)
Docentes , Aprendizaje , Humanos
20.
Rev. SPAGESP ; 23(1): 131-145, jan.-jun. 2022. ilus, tab
Artículo en Portugués | LILACS, Index Psicología - Revistas | ID: biblio-1356775

RESUMEN

RESUMO A presente revisão integrativa da literatura tem por objetivo investigar a relação entre sentido de vida (SV) e saúde mental em professores. As bases de dados acessadas para a busca das evidências foram: Web of Science - Coleção Principal, ERIC (ProQuest), PsycINFO, Scopus, SciELO e PePSIC. O período de publicação dos artigos abrangidos foi de janeiro de 2000 a dezembro de 2020 para responder à questão norteadora: Como a relação entre sentido de vida e a saúde mental em professores é abordada na literatura científica? Dos sete artigos recuperados, verificou-se que o sentido de vida está associado negativamente com síndrome de burnout e estresse percebido e proporciona melhores índices de funcionamento psicológico e de satisfação vital em docentes.


ABSTRACT This integrative literature review aimed to investigate the relationship between the meaning of life and mental health in teachers. The database accessed for the search for evidence was: Web of Science - Main Collection, ERIC (ProQuest), PsycINFO, SciELO, and PePSIC. The articles covered were from January 2000 to December 2020 to answer the following guiding question: How is the relationship between the meaning of life and mental health in teachers addressed in the scientific literature? Of the seven selected articles, we found that the meaning of life is negatively associated with burnout syndrome and perceived stress and provides better rates of psychological functioning and vital satisfaction at teachers.


RESUMEN La presente revisión de literatura integradora tuvo como objetivo investigar la relación entre el sentido de la vida y la salud mental en los docentes. Las bases de datos a los que se accedió para buscar evidencia fueron: Web of Science - Main Collection, ERIC (ProQuest), PsycINFO, Scopus, SciELO y PePSIC. El período de publicación de los artículos fue de enero de 2000 a diciembre de 2020 para dar respuesta a la pregunta orientadora: ¿Cómo se aborda en la literatura científica la relación entre el sentido de la vida y la salud mental en los docentes? De los siete artículos seleccionados, se encontró que el sentido de la vida está asociado negativamente con el síndrome de quemarse y el estrés percibido y proporciona mejores índices de funcionamiento psicológico y satisfacción vital en profesores.


Asunto(s)
Satisfacción Personal , Salud Mental , Vida , Docentes , Agotamiento Psicológico , Logoterapia
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