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3.
BMC Med Educ ; 19(1): 245, 2019 Jul 05.
Artigo em Inglês | MEDLINE | ID: mdl-31277615

RESUMO

BACKGROUND: This study, undertaken in Bangkok, Thailand, explored the extent to which paediatric residents in a non-Western setting experienced burnout and the potential association with factors in the medical educational climate and work-related quality of life. METHODS: An exploratory sequential mixed methods design was employed in a cross-sectional study. The initial, quantitative phase used the validated Maslach Burnout Inventory, the Postgraduate Hospital Educational Environmental Measure (PHEEM) and Work-Related Quality of Life scale (WRQoL). Regression analysis was used to identify the correlation between burnout and educational climate. Thereafter, residents in all years with high levels of burnout on subscales were interviewed individually. RESULTS: Forty-one paediatric residents completed the three questionnaires. None had high levels related to burnout in all three domains (emotional exhaustion, high level of depersonalization and perceived low personal accomplishment), seven (17%) showed high levels in two out of three domains. Emotional exhaustion and educational climate (perceptions of role autonomy, perceptions of teaching, perceptions of social support) were correlated with work-related quality of life. In the interviews, the main themes related to burnout were inappropriate tasks, teachers and teaching styles, the perception of knowledge insecurity relating to task performance, time dimensions, life crisis during training, role expectations and work allocation clarity, and facilities such as accommodation. CONCLUSIONS: The study, in a non-Western setting, demonstrated a positive relation between educational climate and work-related quality of life. To help reduce the risk of burnout, the following factors were identified: minimize unnecessary or duplicated workload, schedule time arrangements to avoid extension of regular duty hours, and clearly define role expectations. The impact of inappropriate tasks, teachers and teaching styles (including unsafe environment) on the incidence of burnout was also highlighted. Additional studies focusing on teaching styles, safe learning climate and mistreatment in a non-Western context are needed.


Assuntos
Esgotamento Profissional/psicologia , Docentes/normas , Internato e Residência , Pediatria/educação , Tolerância ao Trabalho Programado/psicologia , Carga de Trabalho/psicologia , Adulto , Esgotamento Profissional/epidemiologia , Estudos Transversais , Feminino , Humanos , Internato e Residência/normas , Satisfação no Emprego , Aprendizagem , Masculino , Admissão e Escalonamento de Pessoal , Qualidade de Vida , Apoio Social , Tailândia/epidemiologia , Carga de Trabalho/estatística & dados numéricos , Adulto Jovem
5.
J Allied Health ; 48(2): 88-94, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31167009

RESUMO

Although the value of research within schools of allied health professions is widely accepted, its practice is limited, and the means of achieving success is poorly understood. This project aimed to characterize schools that have achieved research success, to explore the activities that allow schools to become successful, and to evaluate the metrics by which research success may be monitored. Using data from the 2016 ASAHP Institutional Survey (n=83 schools) and interviews with leadership at top-funded schools, we examined the relationships between external research funding, publications, and program rank for ASAHP member schools and explored the characteristics of well-funded schools. The hallmarks of success include high and clear expectations of faculty, significant levels of institutional investment in research infrastructure, and protected time for faculty research. Institutional support for publishing, including support for pilot studies, statistical analysis, and writing, may be important first steps in achieving research success. While average program rank is higher among schools with research funding than schools without it, program standing alone is not highly correlated with overall research success among ASAHP member institutions.


Assuntos
Ocupações Relacionadas com Saúde/educação , Pesquisa Biomédica/estatística & dados numéricos , Docentes/normas , Escolas para Profissionais de Saúde/organização & administração , Escolas para Profissionais de Saúde/estatística & dados numéricos , Pesquisa Biomédica/economia , Humanos , Editoração/estatística & dados numéricos , Apoio à Pesquisa como Assunto/economia , Apoio à Pesquisa como Assunto/estatística & dados numéricos , Escolas para Profissionais de Saúde/economia , Escolas para Profissionais de Saúde/normas
6.
J Allied Health ; 48(2): 134-139, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31167016

RESUMO

Mentorship is an important career development resource for junior faculty and one that may be particularly important for those who begin their career as allied health clinicians before transitioning to academia. To support junior faculty at an allied health school, a formal mentoring program was established within a rehabilitation and counseling department. The program was started in response to a school-wide effort to promote faculty development and increase scholarly productivity. A committee was convened and tasked with matching junior faculty members with experienced mentors. After the mentoring relationships had time to mature, mentors and protégés were surveyed to determine successes as well as drawbacks of the mentoring initiative. Thematic analysis of survey responses indicated that most protégés and mentors had a positive response to the mentoring initiative. Protégés benefitted from receiving support and structure that promoted accountability. They also identified skill development related to teaching and scholarship as a valuable outcome. Mentors described contributing to the growth of protégés as a rewarding experience. While very few negative aspects of the mentoring initiative were identified, lack of time and difficulty coordinating schedules were cited by some respondents. Suggestions for how to improve the mentoring experience were also shared.


Assuntos
Docentes/organização & administração , Tutoria/organização & administração , Escolas para Profissionais de Saúde/organização & administração , Desenvolvimento de Pessoal/organização & administração , Adulto , Docentes/normas , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Desenvolvimento de Programas
7.
Am J Pharm Educ ; 83(1): 7210, 2019 02.
Artigo em Inglês | MEDLINE | ID: mdl-30894776

RESUMO

Recently, scientific publishing has experienced an expansion of journals and publishers whose primary goal is profit and whose peer review process is virtually non-existent. These "predatory" or "opportunistic" journals pose a threat to the credibility and integrity of legitimate scientific literature, and quality science. Unfortunately, many scientists choose to publish in these journals and/or serve on their editorial boards, either due to ease of rapid publication or naivety. Here, we highlight the extensive use of predatory publications or editorial board involvement by applicants applying for a faculty position in the Pharmaceutical Sciences department at the Bill Gatton College of Pharmacy at East Tennessee State University. We caution search committees at other pharmacy schools to thoroughly examine applicant curricula vitarum (CVs) for predatory publishing.


Assuntos
Docentes/normas , Revisão da Pesquisa por Pares/normas , Publicações/normas , Editoração/normas , Educação em Farmácia/normas , Humanos , Publicações Periódicas como Assunto , Assistência Farmacêutica/normas , Farmácia/normas , Faculdades de Farmácia/normas , Universidades/normas
8.
Rev Bras Enferm ; 72(1): 9-18, 2019.
Artigo em Inglês, Português | MEDLINE | ID: mdl-30916262

RESUMO

OBJECTIVE: To evaluate the scientific production, generation of patents and researchers training among Brazilian Collective Health professors who were awarded a Pq/CNPq productivity scholarship from 2000 to 2012 and to verify the existence of an association between these production modalities and the characteristics of the professors, such as gender, training and origin. METHOD: An analytical cross-sectional study was carried out from 2000 to 2012, and the Prevalence Ratio was calculated using Poisson regression. For the statistical analyzes, the SPSS® program was used. RESULTS: Of particular note are regional and institutional concentration, consistent scientific output, important researchers training, and a primordial but still timid generation of patents. We found an association between the "scientific production", "researchers training" outcomes, and the gender characteristics, such as the formation and origin of the Pq professor. CONCLUSION: These findings can guide the decision-making aimed at the deconcentration of scientific production and researchers training in the Brazilian Collective Health.


Assuntos
Eficiência , Docentes/normas , Bolsas de Estudo/tendências , Pesquisadores/normas , Adulto , Brasil , Estudos Transversais , Escolaridade , Docentes/estatística & dados numéricos , Feminino , Geografia , Humanos , Masculino , Pessoa de Meia-Idade , Patentes como Assunto/estatística & dados numéricos , Distribuição de Poisson , Saúde Pública/educação , Pesquisadores/estatística & dados numéricos , Fatores Sexuais , Desenvolvimento de Pessoal/métodos , Desenvolvimento de Pessoal/tendências
9.
GMS J Med Educ ; 36(1): Doc8, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30828608

RESUMO

Objective: The psychological demands placed upon the emergency medical services, assures them of their place amongst High Responsibility Organizations. A high pressure to act and an irreversibility of situations are integral features of their workplaces. After the emergency services' job profiles were restructured in Germany, the practical stage of paramedic training is now undertaken in these conditions. That is, they are trained by a supervising instructor whilst caring for critically ill patients. This paper aims to describe the requisite skills for such an instructor, formulate the associated competences as learning objectives, and develop a quality-measuring instrument for the description of training situations. Methods: The compilation of a competence catalogue was done via a two-step process: following a Delphi survey with an expert panel of practical trainers and trainees, a large cohort of parameters were validated in terms of their relevance. Those factors that formed scales together were identified. Results: After validating the results of the Delphi analysis, six scales (composed of 25 items in toto) were defined. They included the areas of "Training during times of action", "Training during periods of calm", "Background and practical relevance", "Character and personality traits", "Pedagogical competencies" and "Organizational behaviour". Conclusion: For the first time, a competency catalogue has been developed for instructors working in the emergency medical services from German-speaking countries. The catalogue focuses upon clinical training during the acute care of critically ill patients. The scales and items can be used for training-the-trainers, and also quality monitoring. Further research needs to focus on the application of the catalogue in clinical practice and evaluate the need for situational customization.


Assuntos
Pessoal Técnico de Saúde/educação , Docentes/normas , Capacitação em Serviço/métodos , Competência Clínica/normas , Competência Clínica/estatística & dados numéricos , Técnica Delfos , Alemanha , Humanos , Melhoria de Qualidade , Inquéritos e Questionários
10.
J Physician Assist Educ ; 30(1): 41-46, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30720705

RESUMO

Driven by the convergence of the exponential growth of medical knowledge and the dated medical education delivery system, educators in physician assistant (PA) programs are striving to create teaching practices that actively engage students, improve knowledge retention, and prepare students for a career that requires lifelong learning and reflection. The emphasis on professor-directed teaching and learning activities is shifting toward a more learner-centered approach. To incorporate appropriate active learning exercises into the PA classroom, instructors must plan, design, and execute pedagogically sound practices. In addition, instructors must find a concrete way in which to reflect on and refine their classroom exercises so that they can expand their teaching skills even while educating their students.


Assuntos
Docentes/organização & administração , Ensino/organização & administração , Avaliação Educacional , Docentes/normas , Humanos , Modelos Educacionais , Assistentes Médicos/educação , Aprendizagem Baseada em Problemas , Ensino/normas
11.
J Physician Assist Educ ; 30(1): 47-53, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30801557

RESUMO

The rapid expansion of physician assistant (PA) programs over the past decade has led to a shortage of experienced PA faculty. This has prompted many faculty development initiatives to help provide the skills needed by new faculty making the jump from clinical practice to academia. Faculty development is a key necessity in health professions education because many of the professionals attracted to the educator role are primarily trained as clinicians. Although this issue has been extensively evaluated by our colleagues in medical, nursing, and health education and various faculty development interventions have been implemented, this has not been done in the PA profession. In an effort to correct this, the Physician Assistant Education Association assembled a task force of experienced PA educators and charged them to evaluate the literature on faculty competencies in health professions education and to develop a set of PA educator competencies to help codify the essential knowledge, skills, attitudes, and behaviors that faculty need to be successful in their academic roles.The task force met its charge by engaging in an extensive review of the literature, developing a competency framework and proposed competencies, and soliciting the input of a diverse panel of experts in PA education to vet the proposed competencies. Using the insights and recommendations from the expert panel, the task force refined the competencies-resulting in the framework of PA educator competencies presented in this document.


Assuntos
Docentes/normas , Guias como Assunto/normas , Assistentes Médicos/educação , Competência Profissional/normas , Certificação/normas , Comunicação , Humanos , Conhecimento , Liderança , Profissionalismo/normas , Ensino/normas
17.
Am J Surg ; 217(2): 214-221, 2019 02.
Artigo em Inglês | MEDLINE | ID: mdl-30005809

RESUMO

PURPOSE: Video feedback and faculty feedback has been shown to improve surgical performance; however, consistent access to faculty is challenging. We studied the utility of structured peer-feedback (PF) compared to faculty-feedback (FF) during acquisition of basic and intermediate surgical skills. METHODOLOGY: Two randomized non-inferiority trials were conducted with 1st (n = 30) and 2nd year (n = 29) medical students learning skin-lesion excision and closure (S), and single-layer hand-sewn bowel anastomosis (B), respectively. Five attempts were performed. PF participants used an Objective Structured Assessment of Technical Skills tool to guide feedback. Blinded raters assessed video-recorded performance, time and Integrity of the completed task were also assessed. RESULTS: For both tasks performance by PF was comparable to FF (P = 0.111). Both groups improved significantly: performance (B:P < 0.0001, S:P = 0.035), time (B:P = 0.043, S:P < 0.0001) and integrity (B:P < 0.0001, S:P < 0.032). CONCLUSION: Structured peer-feedback is equivalent to faculty-feedback in the acquisition of basic and intermediate surgical skills, giving students freedom to practice independently.


Assuntos
Competência Clínica , Educação de Pós-Graduação em Medicina/métodos , Avaliação Educacional/métodos , Docentes/normas , Cirurgia Geral/educação , Grupo Associado , Estudantes de Medicina/psicologia , Adulto , Retroalimentação , Feminino , Humanos , Internato e Residência/métodos , Masculino , Estudos Prospectivos , Gravação em Vídeo
18.
Nurse Educ Pract ; 34: 63-71, 2019 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-30458412

RESUMO

The link between interprofessional collaboration and interprofessional education has been at the centre of discourse for some time. To understand some of the challenges of interprofessional collaboration, a research study was undertaken. The study investigated the interprofessional socialisation experiences of health professional educators, across five higher education faculties in Perth, Western Australia (WA). An interpretive phenomenological framework was utilised to explore the phenomena of interprofessional socialisation. Twenty-six professional educators were interviewed from a variety of health-related disciplines and qualitative content analysis was undertaken with the aid of NVivo 10 software. Examination of the data discovered a range of barriers that were potentially preventing professionals from working together effectively, within education. Overcoming some of these obstacles were identified, such as, professional language, organizational support, time and workload and the proximity of professionals. The research also recommended a framework that would support health educators. Currently, there are conceptual frameworks that guide the professional and interprofessional socialisation of healthcare graduates within education. Whereas, there is very little guidance or frameworks to support professional educators interprofessional experiences. The heath educators' interprofessional socialisation (HEIPS) framework is presented within this paper, and is a four-step process to encourage the interprofessional socialisation of educators within universities.


Assuntos
Docentes/psicologia , Educação em Saúde/métodos , Relações Interprofissionais , Comportamento Cooperativo , Docentes/normas , Educação em Saúde/tendências , Humanos , Entrevistas como Assunto/métodos , Pesquisa Qualitativa , Socialização , Austrália Ocidental
19.
Int J Pediatr Otorhinolaryngol ; 118: 73-78, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30590280

RESUMO

AIM: The main aim of this study was to explore factors compromising early intervention (EI) service delivery to hearing impaired children in South Africa, as expressed by their caregivers. METHODS: Within a qualitative survey design, a sample of 19 hearing impaired children's caregivers completed structured self-administered questionnaires on factors that they perceive compromise EI for their children. These caregivers included mothers, fathers, grandparents, and legal guardians or adoptive parents of children with hearing impairment. Descriptive analysis of the data was undertaken. RESULTS: Findings indicated various factors compromising EI as reported by caregivers. These included limited availability of appropriate schools and health care facilities for their hearing impaired children; long distances between the few services that are available and the places of residence of the service users; significant costs linked to the services (such as medical expenses, boarding school facilities costs); limited skills and knowledge of professionals and teachers regarding hearing impairment; inconsistent and conflicting professional opinions about the child's diagnosis and treatment; as well as limited community awareness about hearing impairment along with services available for hearing impaired children. CONCLUSION: These findings have important clinical, training, policy, and advocacy implications within the South African context; if both access to and success within the EI services will be successful.


Assuntos
Cuidadores , Pessoas com Deficiência/educação , Acesso aos Serviços de Saúde , Perda Auditiva/diagnóstico , Perda Auditiva/reabilitação , Adulto , Idoso , Criança , Pré-Escolar , Diagnóstico Precoce , Docentes/normas , Feminino , Testes Auditivos , Humanos , Masculino , Pessoa de Meia-Idade , Competência Profissional , Instituições Acadêmicas/economia , África do Sul , Inquéritos e Questionários
20.
BMC Med Educ ; 18(1): 312, 2018 Dec 19.
Artigo em Inglês | MEDLINE | ID: mdl-30567540

RESUMO

BACKGROUND: High levels of work engagement protect against burnout. This can be supported through the work environment and by faculty themselves when they try to improve their work environment. As a result, they can become more engaged and better performers. We studied the relationship between adaptations by physicians to improve their teaching work environment, known as job crafting, and their energy levels, or work engagement, in their work as care provider and teacher. Job crafting encompasses seeking social (i) and structural (ii) resources and challenges (iii) and avoiding hindrances (iv). METHODS: We established a cross-sectional questionnaire survey in a cohort of physicians participating in classroom and clinical teaching. Job crafting and work engagement were measured separately for physicians' clinical and teaching activities. We analyzed our data using structural equation modelling controlling for age, gender, perceived levels of autonomy and participation in decision making. RESULTS: 383 physicians were included. Physicians' work engagement for patient care was negatively associated with two job crafting behaviors in the teaching roles: seeking structural resources (classroom teaching: ß = - 0.220 [95% CI: -0.319 to - 0.129]; clinical teaching: ß = - 0.148 [95% CI: -0.255 to - 0.042]); seeking challenges (classroom teaching: ß = - 0.215 [95% CI: -0.317 to - 0.113]; clinical teaching:, ß = - 0.190 [95% CI: -0.319 to - 0.061]). Seeking social resources and avoiding hindrances were unaffected by physicians' work engagement for patient care. CONCLUSIONS: High engagement for teaching leads to job crafting in teaching. High engagement for patient care does not lead to job crafting in teaching.


Assuntos
Esgotamento Profissional/psicologia , Pessoal de Educação/psicologia , Docentes/normas , Assistência ao Paciente/normas , Médicos , Engajamento no Trabalho , Adulto , Estudos Transversais , Fadiga , Humanos , Países Baixos , Assistência ao Paciente/psicologia , Médicos/psicologia , Médicos/normas , Autonomia Profissional , Inquéritos e Questionários
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