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1.
Med Educ Online ; 28(1): 2145103, 2023 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-36351566

RESUMO

BACKGROUND: A lack of educational continuity creates disorienting friction at the onset of residency. Few programs have harnessed the benefits of coaching, which can facilitate self-directed learning, competency development, and professional identity formation, to help ease this transition. OBJECTIVE: To describe the process of training faculty Bridge Coaches for the Transition to Residency Advantage (TRA) program for interns. METHODS: Nineteen graduate faculty educators participated in a coaching training course with formative skills assessment as part of a faculty development program starting in January 2020. Surveys (n = 15; 79%) and a focus group (n = 7; 37%) were conducted to explore the perceived impact of the training course on coaching skills, perceptions of coaching, and further program needs during the pilot year of the TRA program. RESULTS: Faculty had strong skills around establishing trust, authentic listening, and supporting goal-setting. They required more practice around guiding self-discovery and following a coachee-led agenda. Faculty found the training course to be helpful for developing coaching skills. Faculty embraced their new roles as coaches and appreciated having a community of practice with other coaches. Suggestions for improvement included more opportunities to practice and receive feedback on skills and additional structures to further support TRA program encounters with coaches. CONCLUSIONS: The faculty development program was feasible and had good acceptance among participants. Faculty were well-suited to serve as coaches and valued the coaching mindset. Adequate skills reinforcement and program structure were identified as needs to facilitate a coaching program in graduate medical education.


Assuntos
Internato e Residência , Tutoria , Humanos , Educação de Pós-Graduação em Medicina , Docentes , Estudantes
2.
J Interpers Violence ; 38(1-2): NP2182-NP2206, 2023 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-35583229

RESUMO

Intimate partner violence (IPV) is a significant public health concern; however, limited studies have explored perceptions and experiences towards IPV among students, staff, administrators, and faculty across diverse disciplines at institutions of higher education. The purposes of this study were to (1) assess experiences of IPV among a sample of students, staff/administrators, and faculty and (2) examine the relationship among attitudes, actual and perceived knowledge, awareness, training, readiness, and personal experiences with IPV in this sample. Participants were recruited from an urban university and two university-affiliated medical institutions to participate in an online survey. Bivariate and multivariate associations were assessed. Structural Equation Modeling (SEM) was used to examine direct and indirect effects of perceived and actual knowledge and personal experiences with IPV. Of the 216 respondents, 42.6% reported personally experiencing IPV and 34.3% reported having witnessed IPV. Over 34% of participants never received training on IPV. The sub-sample with training received between one and more than 15 hours of training. Standardized total effect of training on attitudes and awareness was ß = 0.42 (95% confidence interval [CI] = 0.30-0.51), the combined indirect effects was ß = 0.18 (95% CI = 0.10-0.27) and the direct effects of ß=0.23 (95% CI = 0.12-0.34), indicating that hours of training was highly associated with the participants' perceived knowledge and actual knowledge, which improved their attitudes and awareness towards IPV survivors. Our findings suggest the need for campus-wide formal training on IPV to better prepare members in higher education to accurately identify, assess, and intervene to protect victims of abuse. Interprofessional approaches are needed that focus on the multiple and intersecting needs of victims of violence and should also enhance professional self-efficacy and increase readiness to respond to IPV survivors.


Assuntos
Violência por Parceiro Íntimo , Humanos , Estados Unidos , Estudantes , Inquéritos e Questionários , Docentes , Atitude
3.
N C Med J ; 83(6): 408-415, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36344092

RESUMO

Addressing community needs improves population health and the well-being of health care providers. The development of the health care workforce requires faculty to address the needs of North Carolina's diverse and rural populations. This can be best accomplished by building interdisciplinary and cross-functional service-learning experiences and developing community-academic partnerships and coalitions.


Assuntos
Saúde da População , Humanos , North Carolina , Pessoal de Saúde , Docentes , Atenção à Saúde
4.
Rev Med Suisse ; 18(805): 2257-2258, 2022 Nov 23.
Artigo em Francês | MEDLINE | ID: mdl-36416520

RESUMO

Encourager l'enseignement prégradué des connaissances et compétences néces­saires à la gestion d'une crise systémique.


Assuntos
COVID-19 , Humanos , Pandemias , Docentes
5.
J Physician Assist Educ ; 33(4): 331-335, 2022 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-36409244

RESUMO

ABSTRACT: The COVID-19 pandemic has disrupted almost every aspect of life globally, with higher education one of many direct targets. Institutions and educators have been faced with urgent crises of how to conduct business as usual while maintaining expectations of high standards and uncompromised goals. As physician assistant (PA) educators at Seton Hall University, we rallied and brainstormed approaches to daily instruction to keep students on track and faculty both effective and sane. We tapped technological resources offered by our university, learned countless new skills, and adapted classroom activities to online virtual platforms. Creativity and flexibility became the norm as we modified the way we did everything while remaining laser focused on the ultimate objectives. Our intention was to provide insight, motivation, and, at a minimum, an example of how to do things differently when faced with roadblocks. We were inspired by an editorial by Mary Jo Bondy, DHEd, MHS, PA-C, former CEO of the Physician Assistant Education Association, in which she called for collective innovation, collaboration, publication, and circulation of stories. With that charge, we assembled a detailed account of how a didactic team within our faculty maneuvered the challenges created by COVID-19, in hopes of adding to the arsenal of small triumphs in this uncharted territory.


Assuntos
COVID-19 , Assistentes Médicos , Feminino , Humanos , Assistentes Médicos/educação , COVID-19/epidemiologia , Pandemias , Docentes , Aprendizagem
6.
J Physician Assist Educ ; 33(4): 341-345, 2022 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-36409246

RESUMO

INTRODUCTION: The aim of this study was to assess factors that influence student well-being and attrition and to compare faculty perceptions to the realities of student experience. METHODS: Three anonymous online surveys were distributed, one for each group of currently enrolled students, faculty/staff, and attritted students. RESULTS: Faculty estimated that an average of 12.8% of PA students in their program have considered dropping out in the past 6 months, while 22.9% of students self-reported considering dropping out in the past 6 months. The most frequently cited factors for considering dropping out were mental health and lack of connection to the program. Mental health was the highest cited reason for having taken or having considered taking a leave of absence. DISCUSSION: Faculty perceptions in this study were incongruent with the actual situations of their students. Mental health issues and a lack of connection to programs were the largest influencers of attrition.


Assuntos
Assistentes Médicos , Humanos , Assistentes Médicos/educação , Docentes , Estudantes , Inquéritos e Questionários
7.
Ann Med ; 54(1): 3146-3156, 2022 12.
Artigo em Inglês | MEDLINE | ID: mdl-36331292

RESUMO

BACKGROUND: Role models are essential in medical education, yet empirical research is relatively insufficient on the influence of prosocial modelling on medical students' career commitment. The prosocial behaviour of medical staff involved in the fight against the novel coronavirus disease 2019 (COVID-19) at the beginning of 2020 presents an opportunity to fill the research gap. We explored and compared the different associations of the two most important role models for medical students - parents and faculty- with medical students' career commitment. METHODS: The cross-sectional study was conducted with 99,559 undergraduate students majoring in clinical medicine in mainland China. Questions were asked to collect information about participants in the battle against COVID-19, medical students' determination to practice medicine after graduation, as well as students' socio-demographic characteristics. Chi-square tests and hierarchical regressions were performed to examine the associations between parent and faculty involvement and students' career commitment. RESULTS: The results showed statistically significant associations between prosocial modelling during the COVID-19 pandemic in China and students' intention to pursue medical careers. The association of faculty involvement (OR = 1.165, p < .001) with students' career commitment was greater than that of parents (OR = 0.970, p > .05). For faculty involvement, the association was stronger among male students (OR = 1.323, p < .001) and students who were already determined to be doctors (OR = 1.219, p < .001) before the pandemic. CONCLUSIONS: Our study provides new evidence on the potential roles of parents and faculty in shaping medical students' career commitment. Encouraging faculty to act as positive role models could help medical students increase their intention to become doctors.KEY MESSAGESProsocial modelling could enhance students' intention to pursue medical careers.The association of prosocial behaviour of faculty is larger than that of parents on medical students.Those who have prior medical career commitment are much more likely to persist in the medical profession, and prosocial modelling of faculty is positively associated with their medical career commitment.


Assuntos
COVID-19 , Estudantes de Medicina , Masculino , Humanos , COVID-19/epidemiologia , Escolha da Profissão , Estudos Transversais , Pandemias , Docentes , Pais
8.
Elife ; 112022 11 15.
Artigo em Inglês | MEDLINE | ID: mdl-36378159

RESUMO

In a two-page tenure letter, senior faculty can make or break a career. This power has an outsized impact on Black academics and other scholars with marginalized identities, who are awarded tenure at lower rates than their white colleagues. We suggest that this difference in tenure rates is due to an implicit, overly narrow definition of academic excellence that does not recognize all the contributions that Black scholars make to their departments, institutions and academia in general. These unrecognized contributions include the (often invisible) burdens of mentoring and representation that these scholars bear disproportionately. Here we propose a set of practical steps for writing inclusive, anti-racist tenure letters, including what to do before writing the letter, what to include (and not include) in the letter itself, and what to do after writing the letter to further support the candidate seeking tenure. We are a group of mostly non-Black academics in science, technology, engineering and mathematics (STEM) based in the United States who are learning about and working toward Black liberation in academia; we hope these recommendations will help ongoing efforts to move toward an inclusive academia that appreciates and rewards diverse ways of doing, learning and knowing.


Assuntos
Docentes , Mentores , Humanos , Estados Unidos , Redação
9.
Ann Glob Health ; 88(1): 88, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36348707

RESUMO

Background: Short-term experiences in global health (STEGHs) are an important part of global health degree programs. Due to the COVID-19 pandemic, travel was not possible for students planning to participate in the Johns Hopkins Center for Global Health's Global Health Established Field Placement (GHEFP) program in 2020. Working with willing faculty mentors, in-country collaborators, and students, the Center allowed students to complete their practicums remotely so that students could gain practicum experience despite not being able to travel, and faculty and collaborators could receive the planned support on their projects. Objectives: This evaluation aims to describe the experience of pivoting the GHEFP program from an in-person, in-country program to a remote practicum. Methods: We analyzed program evaluation data from 30 students, 20 faculty members, and 10 in-country collaborators. Surveys for each group consisted of multiple choice, scale rating, and open-ended questions. The quantitative data was analyzed using Microsoft Excel to calculate survey response frequencies. The open-ended responses were analyzed for emergent themes. Findings: The remote GHEFP experience enabled students to gain practice working on global health projects from a distance, but it came with challenges related to preparation, communication, shifting scopes of work, and contextualization. All participants would have preferred an in-person experience if given a choice, but most agreed that a remote practicum was better than not participating at all. Conclusions: The remote program served its purpose during the height of the pandemic. Given the hybrid nature of global health today, many aspects of the remote practicum experience are helpful for global health training. Future iterations of remote STEGHs should initially be designed for remote work to ensure meaningful scopes for students that are helpful to faculty mentors and collaborators. Hybrid models may also be useful. Mutually beneficial twinning relationships should also be incorporated into remote and in-person STEGHs to foster a more equitable global health training environment.


Assuntos
COVID-19 , Saúde Global , Humanos , COVID-19/epidemiologia , COVID-19/prevenção & controle , Pandemias/prevenção & controle , Docentes , Mentores
10.
BMC Infect Dis ; 22(1): 853, 2022 Nov 14.
Artigo em Inglês | MEDLINE | ID: mdl-36376818

RESUMO

BACKGROUND: In the past decade, Brazil has significantly reduced the prevalence of schistosomiasis through a combined effort of early treatment of infected people, expansion of basic sanitation infrastructure and educational measures. Despite these efforts, in some areas, prevalence of schistosomiasis exceeds 20% of the school population, who lack knowledge of the risks of the disease. Action can be taken in schools to empower this population about their health condition. This paper describes the role of the teacher as a multiplier of knowledge about schistosomiasis and proposes two different approaches to training these teachers. METHODS: This study used mixed methods to evaluate training of teachers and educational intervention with those teachers' pupils. Two training courses, each with 40 h of face-to-face activity, were offered to 19 teachers, using two different but complementary approaches, based on theoretical references and specific educational strategies: Critical Pedagogical Approach (Training Course I, held in 2013) and Creative Play Approach (Training Course II, held in 2014).The courses included classroom activities, laboratory and field work. After the training, the teachers conducted activities on schistosomiasis with their pupils. These activities involved constructing educational materials and cultural productions. The pupils' knowledge about the disease was evaluated before the activities and 12 months later. The teachers' acceptance and perceptions were assessed through structured interviews and subsequent thematic analysis. The Shistosoma mansoni infection status of teachers and their students was also assessed using the Kato Katz stool test. RESULTS: The parasitological study showed 31.6% of the teachers and 21.4% of the pupils to be positive for S. mansoni. The teachers' knowledge of important aspects of schistosomiasis transmission and prevention was fragmented and incorrect prior to the training. The teachers' knowledge changed significantly after the training and they were strongly accepting of the pedagogical methods used during the training. The level of their pupils' knowledge about the disease had increased significantly (p < 0.05). However, pupils responded that, even after the educational activities, they still had contact with the city's contaminated waters (p > 0.05). CONCLUSIONS: The results of this study underline the importance of schools and teachers as partners in controlling and eliminating schistosomiasis. Teacher training on the disease significantly increases their pupils' knowledge, reflecting empowerment with regard to local health conditions.


Assuntos
Educação em Saúde , Esquistossomose , Humanos , Instituições Acadêmicas , Estudantes , Docentes , Esquistossomose/epidemiologia , Esquistossomose/prevenção & controle
12.
Artigo em Inglês | MEDLINE | ID: mdl-36429440

RESUMO

The performance of job tasks is increasingly being viewed through the prism of time constraints. Stress, as a consequence of these constraints, can play a dual role: motivating or destructive. This paper addresses the role of time pressure during the implementation of psychotechnical tests. Based on the example of a pilot group, which consisted of students of the Faculty of Mining, Safety Engineering, and Industrial Automation of the Silesian University of Technology, the authors presented the results of the study of the impact of time regime on the assessment of visuomotor coordination, psychomotor reaction time, the ability to focus attention, perceptual speed and accuracy, attention divisibility, and set-shifting. With the use of a survey conducted among the subjects and multivariate analysis (the Analytic Hierarchy Process method), an assessment was made in terms of difficulty levels during the implementation of exercises, including four evaluation criteria: complexity, repetition and timing of emitted signals, and the required accuracy of response to the signals in question. In the process of verifying the consistency of the evaluations carried out, the consistency ratio (CR) was adopted.


Assuntos
Docentes , Estudantes , Humanos , Projetos Piloto , Exercício Físico , Tempo de Reação
13.
Artigo em Inglês | MEDLINE | ID: mdl-36429739

RESUMO

Teachers in primary and secondary schools are frequently under pressure. Therefore, it is critical to understand the factors that affect their mental health. Autonomy was associated with mental health in the past. However, the mediating mechanism behind this relationship has received little attention. In this study, a chain mediation model was built to determine whether teaching efficacy and work satisfaction mediated the relationship between teacher autonomy and mental health. Our study enlisted the participation of 810 Chinese primary and secondary school teachers aged from 21 to 57 years old. They completed self-reporting measures of teacher autonomy, mental health, teaching efficacy, and job satisfaction. The results show that (1) teacher autonomy, teaching efficacy, job satisfaction, and mental health have strong positive relationships, (2) teaching efficacy and job satisfaction significantly mediate the relationship between autonomy and mental health, and (3) both teaching efficacy and job satisfaction play a chain-mediating role. The chain-mediating effect of teaching efficacy and job satisfaction plays an important role in promoting teachers' mental health. Teachers with a high level of autonomy tend to have high teaching efficacy, high job satisfaction, and improved mental health.


Assuntos
Satisfação no Emprego , Saúde Mental , Humanos , Adulto Jovem , Adulto , Pessoa de Meia-Idade , Docentes , Professores Escolares/psicologia , Instituições Acadêmicas
14.
BMC Oral Health ; 22(1): 529, 2022 Nov 24.
Artigo em Inglês | MEDLINE | ID: mdl-36424571

RESUMO

BACKGROUND: To date, the effects of different activation rates of miniscrew-supported expanders on the airway have not been compared. Hence, the purpose of this retrospective study was to evaluate and compare the effects of slow and rapid miniscrew-supported maxillary expansion on the upper airway dimensions using cone-beam computed tomography (CBCT). METHODS: Data of 20 patients (Age 12 to 16 years old) treated using miniscrew-supported expanders at the Faculty of Dentistry, Alexandria University was collected. The patients were equally divided into two groups according to the activation protocol; slow maxillary expansion (SME): activation once every other day, and rapid maxillary expansion (RME): activation twice daily. CBCT scans obtained pre-expansion and 5 months post-expansion were used to evaluate the changes in the upper airway dimensions. Comparisons between the two time points within each group were done using paired samples t-test. SME and RME groups were compared using independent samples t-test. Significance level was set at p < 0.05. RESULTS: Both groups showed a significant increase in anterior, middle, and posterior nasal cavity width. SME resulted in significantly greater increase of the anterior nasal cavity width than RME (Mean difference between the groups, 2.64 mm; 95% CI, 0.83, 4.45; p = 0.007). The dimensions of the retropalatal and retroglossal airways did not change significantly in either group. Both groups resulted in a significant increase of maxillary width, palatal width, and inter-molar width. RME showed a significantly larger increase of inter-molar width than SME (Mean difference between the groups, - 2.44 mm; 95% CI, - 3.88, - 1.00; p = 0.002). CONCLUSIONS: The use of either a slow or rapid activation protocol is effective in expanding the nasomaxillary complex, with greater expansion achieved in the anterior section of the nasal cavity using the slow rate. However, the expander design employed in the current study does not affect the dimensions of the retropalatal or retroglossal airways.


Assuntos
Cárie Dentária , Técnica de Expansão Palatina , Humanos , Adolescente , Criança , Estudos Retrospectivos , Tomografia Computadorizada de Feixe Cônico , Docentes
15.
PLoS One ; 17(11): e0276170, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36395167

RESUMO

The global societal impact of the COVID-19 pandemic is incalculable with profound social suffering, deep economic hardships and enforced closure of schools, businesses, and higher learning institutions through the imposition of lockdown and social distancing in mitigation of the spread of the SARS-Cov-2 infection. Institutions have had to hastily migrate teaching, learning and assessment to online domains, at times with ill-prepared academics, students and institutions and with unwelcome and disorienting consequences. Our study surveyed perspectives of faculty at the University of Zimbabwe Faculty of Medicine and Health Sciences (UZFMHS) towards the hastily adopted online teaching, learning and assessment implemented in response to the mitigation of the COVID-19 pandemic. Twenty nine (29) faculty in all the major disciplines and career hierarchy. There were mixed responses regarding the use of this modality for teaching, learning and assessment: training before online teaching, learning and assessment, advantages and disadvantages, cost effectiveness, effectiveness for teaching, learning and assessment, effect on student feedback, disruptions from internet connectivity issues, interaction with students, suitability for practical training, and barriers to online teaching, learning and assessment. These results would enable the UZFMHS develop institutional and personalised approaches that would enable execution of online teaching, learning and assessment under the current and post COVID-19 pandemic.


Assuntos
COVID-19 , Humanos , COVID-19/epidemiologia , Pandemias , Controle de Doenças Transmissíveis , SARS-CoV-2 , Ocupações em Saúde , Docentes
16.
PLoS One ; 17(11): e0276389, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36318574

RESUMO

INTRODUCTION: Obtaining a tenure track faculty position (TTFP) after postdoctoral appointment (PDA) completion is considered an indicator of successful transition to independence (TTI). Whether cross-institutional mobility (CIM)-moving to a different institution from that of the PDA-contributes to TTI is unclear, as data evaluating retention and mobility is lacking. We tested the hypothesis that, for postdocs (PDs) at R1 institutions, CIM is a significant predictor of successful TTI defined as TTFP-status 3 years post-PDA. MATERIALS AND METHODS: Using University of Pittsburgh data for health sciences PDs we tested the association of CIM at PDA completion (moved to a different institution (CIM = 1) or retained at Pitt (CIM = 0)) with TTFP-status 3 years post-PDA (TTFP, non-TTFP, or left faculty position) using multinomial logistic regression models. RESULTS: Among all 622 Pitt PDs, 3-year retention in a faculty position at Pitt was 21%, while 14% had a faculty position outside of Pitt. Among the analytic sample of PDs with an academic career outcome during the study period (N = 238; 50% women, 8% underrepresented minorities (URM)), at baseline PDA completion 39% moved to a different institution (CIM = 1), and 61% remained at Pitt (CIM = 0) in any job type. Those with CIM = 1 had greater odds of having a TTFP at follow-up than those with CIM = 0 [adjusted OR (95% CI): 4.4 (2.1, 9.2)]. DISCUSSION: One fifth of Pitt PDs were retained by Pitt as faculty. While Pitt PDs were equally likely to get a faculty position whether they were retained at Pitt or left, those who left had greater odds of obtaining a TTFP. Future work with longer follow-up times, expanded markers of TTI, and samples from other R1 institutions is needed to better understand the reason for these results. This knowledge can lead to better support for the next generation of PDs as they successfully transition to faculty.


Assuntos
Medicina , Grupos Minoritários , Humanos , Feminino , Masculino , Docentes , Pesquisadores , Conhecimento , Mobilidade Ocupacional , Docentes de Medicina
17.
Afr Health Sci ; 22(Spec Issue): 71-79, 2022 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-36321117

RESUMO

Introduction: Individual Development Plan (IDP) is a multi-component career planning worksheet that guides trainees through an iterative self-assessment. This paper provides the first investigation of IDP use and experiences among junior faculty at academic institutions in low- and middle-income countries (LMICs) where IDP is seldomly used by trainees. Methods: An online survey determined the utilization and impact of IDP among junior faculty trainees enrolled on "NURTURE" mentored research program to support career development for faculty at Makerere University College of Health Sciences (MakCHS) between 2016-2020. Responses were received between March and June 2021, a period of intense COVID-19 pandemic in the country. Results: Of 64 trainees 64(39%) were female and 60/64(98%) developed an IDP during the fellowship period; of whom 45/60(75%) had never been exposed to IDP. Trainees' benefits included intentional thinking about own career goals and support to execute the goals as well as self-management skills of time management and communication, among others. Conclusion: IDP was well-received by junior faculty trainees, with several self-management and motivation benefits to the scholars. We recommend that academic programs and faculty at academic institutions in LMIC should consider taking on the IDP approach to promote focused career development for all trainees including junior faculty.


Assuntos
COVID-19 , Inosina Difosfato , Feminino , Humanos , Masculino , Universidades , Pandemias , Docentes , Planejamento Social , Docentes de Medicina
18.
Nihon Yakurigaku Zasshi ; 157(6): 406-410, 2022.
Artigo em Japonês | MEDLINE | ID: mdl-36328548

RESUMO

Among the fields of medical treatments, pharmacological therapy is most the therapy that nurses are most concerned in. Under the clinical practical scenes, nurses are required to have high specialized knowledge and proper judgment ability. In the basic education of nursing care, in clinical pharmacology, we learn pharmacological therapy in terms of principal pharmacological efficacy and adverse effects, methods of administrations, and management methods of management. As pharmacology for nursing care, we lean comprehensive understanding of diseases, life style, and psychological situations. Under the actual nursing education following clinical scenes, in addition to these issues, we are required to learn knowledge and skill of performing safety pharmacological treatment of patients. It is important that we improve high specialized knowledge and proper judgment ability and we guarantee the quality of pharmacological treatments in accordance with patients safety. Especially in the university hospitals, Drug treatment using anti-cancer drugs and agents having serious side effects, and high-level clinical test drugs, are performed. Nurses are involved in the pharmacological treatment of patients as team with doctors and pharmacist. Therefore, the guarantee of pharmacological treatment is almost identical to the guarantee of quality of nursing care. In order that nurses are able to perform pharmacological treatments to patients safely, and obtain treatment efficacy, in addition to systematic and practical education, the promotion of communication of personnel interchange between clinical fields to a faculty is very useful, leading to establishment of motivation of continual education.


Assuntos
Educação em Enfermagem , Farmacologia , Humanos , Aprendizagem , Docentes
19.
Front Public Health ; 10: 973690, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36324454

RESUMO

Introduction: Shift work of clinical faculty members in the COVID-19 pandemic may cause burnout and occupational fatigue and as a result, may reduce the quality of student education and disrupt the treatment of patients, so this study was conducted to evaluate this case. Materials and methods: The statistical population of this cross-sectional research included all clinical faculty members of Ahvaz Jundishapur University of Medical Sciences in southwestern Iran, who experienced a shift work system (night shift from 8 p.m. to 8 a.m.) during the COVID-19 pandemic, and finally, 71 of them participated in it. The sampling method was also available. Two inventories were used to collect data, namely the Maslach Burnout Inventory [MBI-HSS (MP)] and the Swedish Occupational Fatigue Inventory (SOFI-20). Results: The self-reported burnout of faculty members was high (mean ± SD = 98.18 ± 17.18), which was graded into the range of emotional exhaustion (38.01 ± 10.2), range of personal accomplishment, (33.75 ± 6.75), and the range of depersonalization (26.42 ± 3.5), respectively. Perceived occupational fatigue of faculty members was also high (M ± SD = 82.25 ± 34.79), which included the dimensions of lack of motivation (18.69 ± 8.65), drowsiness (17.43 ± 8.7), lack of energy (16.33 ± 7.67), physical discomfort (15.65 ± 8.62), and physical stress (13.51 ± 6.9), respectively. In terms of demographic characteristics, occupational fatigue was significantly more common among women. Discussion and conclusion: The self-reported burnout and occupational fatigue of clinical faculty members due to shift work were reported to be high in this study. Although our knowledge of burnout has advanced in recent years, many gaps in our knowledge still remain. In order for clinical faculty members to properly fulfill their mission to treat patients, educate students, and promote public health, it is necessary to provide all the necessary conditions for their effective activity. Some interventions, such as improving organizational strategies and providing technical solutions, incentives, and occupational facilities, can help reduce or eliminate these problems.


Assuntos
Esgotamento Profissional , COVID-19 , Jornada de Trabalho em Turnos , Humanos , Feminino , Estudos Transversais , COVID-19/epidemiologia , Pandemias , Inquéritos e Questionários , Esgotamento Profissional/epidemiologia , Docentes , Fadiga/epidemiologia
20.
PLoS One ; 17(10): e0275880, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36206277

RESUMO

Online learning in higher education has been increasing for many years. This is happening across all of higher education and it is happening more specifically within STEM fields. The growth of online learning has significantly accelerated the past couple of years during the COVID-19 pandemic as colleges and universities have sought ways to continue educating students while also keeping students, faculty and staff safe. As result, many college faculty and instructors across all fields of study including STEM fields have made and continue to make the transition to teaching online for the first time. Teaching in an online environment is different from traditional classroom teaching in many ways and presents a unique set of challenges to college instructors. This study documents the development of an instrument used for instructors to self-report their instructional techniques and practices. Data from 251 instructors is also used to examine how this instrument can be used to better understand particular practices, with a focus in this study on discussion facilitation. The results align with the Community of Inquiry framework, including indicating that teaching through discussion forums involves direct contribution and/or facilitation.


Assuntos
COVID-19 , Pandemias , COVID-19/epidemiologia , Docentes , Humanos , Autorrelato , Ensino , Universidades
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