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2.
J Perinat Med ; 48(5): 446-449, 2020 Jun 25.
Artigo em Inglês | MEDLINE | ID: mdl-32401229

RESUMO

The novel coronavirus disease 2019 (COVID-19) has caused a rapid and massive transition to online education. We describe the response of our Office of Faculty Development at Texas Tech University Health Sciences Center El Paso (TTUHSC EP) to this unprecedented challenge during and after this post-pandemic crisis. The initiatives for emergency transition to eLearning and faculty development described in this paper may serve as a model for other academic health centers, schools, colleges and universities.


Assuntos
Betacoronavirus , Instrução por Computador/métodos , Infecções por Coronavirus , Educação Profissionalizante/métodos , Docentes/organização & administração , Internet , Pandemias , Pneumonia Viral , Desenvolvimento de Pessoal/organização & administração , Educação Profissionalizante/organização & administração , Humanos , Desenvolvimento de Pessoal/métodos , Texas
4.
Epidemiol Infect ; 148: e92, 2020 04 29.
Artigo em Inglês | MEDLINE | ID: covidwho-133159

RESUMO

This paper applies a scenario planning approach, to outline some current uncertainties related to COVID-19 and what they might mean for plausible futures for which we should prepare, and to identify factors that we as individual faculty members and university institutions should be considering now, when planning for the future under COVID-19. Although the contextual focus of this paper is Canada, the content is likely applicable to other places where the COVID-19 epidemic curve is in its initial rising stage, and where universities are predominantly publicly funded institutions.


Assuntos
Infecções por Coronavirus , Docentes/organização & administração , Pandemias , Pneumonia Viral , Universidades , Betacoronavirus , Previsões , Humanos , Universidades/tendências
5.
Epidemiol Infect ; 148: e92, 2020 04 29.
Artigo em Inglês | MEDLINE | ID: mdl-32345390

RESUMO

This paper applies a scenario planning approach, to outline some current uncertainties related to COVID-19 and what they might mean for plausible futures for which we should prepare, and to identify factors that we as individual faculty members and university institutions should be considering now, when planning for the future under COVID-19. Although the contextual focus of this paper is Canada, the content is likely applicable to other places where the COVID-19 epidemic curve is in its initial rising stage, and where universities are predominantly publicly funded institutions.


Assuntos
Infecções por Coronavirus , Docentes/organização & administração , Pandemias , Pneumonia Viral , Universidades , Betacoronavirus , Previsões , Humanos , Universidades/tendências
6.
PLoS One ; 15(4): e0230745, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32240204

RESUMO

Although interventions delivered in school settings have the potential to improve children's health and well-being, the implementation of effective interventions in schools presents challenges. Previous research suggests facilitating greater autonomy for schools to select interventions aligned to their needs could improve implementation and maintenance. The aim of this mixed-methods outcome and process evaluation was to explore whether involving headteachers in the developmental stages of health interventions influenced adoption, effectiveness (e.g. pupil fitness and physical activity, assessed quantitatively), implementation and maintenance (assessed quantitatively and qualitatively). Three UK primary schools were provided with a choice of five evidence-based physical activity interventions: Playground scrapstore, daily classroom refreshers, alternative afterschool clubs, parent and child afterschool activities and an 'In the Zone' playground intervention. To evaluate the impact of this autonomous approach, semi-structured interviews with headteachers (n = 3), teachers (n = 3), and a private coach, and focus groups with pupils aged 9-11 (n = 6, 31 pupils, 15 boys), were undertaken. This was alongside an outcome and process evaluation, guided by the RE-AIM framework. This study assessed the impacts on adoption, implementation and maintenance of the autonomous approach and the effect on physical activity (seven day accelerometry-GENEActiv) and aerobic fitness (20m shuttle run). All three schools adopted different intervention components; alternative afterschool clubs, parent and child afterschool activities and daily classroom refreshers. Headteachers welcomed greater autonomy in developing school-based interventions and appreciated the more collaborative approach. Mixed results were reported for the effectiveness, implementation and maintenance of the interventions adopted. Allowing pupils choice and promoting a positive school environment were key factors for enhancing engagement. Moreover, promoting inclusive physical activity projects with a consideration of existing curriculum pressures aided implementation. This mixed-methods study provides valuable insights about autonomous approaches to inform further development, implementation and maintenance for future interventions.


Assuntos
Saúde da Criança/normas , Docentes/organização & administração , Comportamentos Relacionados com a Saúde , Conhecimentos, Atitudes e Prática em Saúde , Promoção da Saúde , Serviços de Saúde Escolar/organização & administração , Professores Escolares/psicologia , Criança , Exercício Físico , Docentes/psicologia , Feminino , Humanos , Masculino , Serviços de Enfermagem Escolar
7.
An. psicol ; 36(1): 155-165, ene. 2020. tab, graf
Artigo em Inglês | IBECS | ID: ibc-192051

RESUMO

The present study focuses on the development and initial validation of a measure of school climate based on teachers' perceptions. The measure was developed to integrate those aspects of the school climate highlighted in the existing literature and that proved relevant for teachers' efficacy, including the school goal structure. Exploratory and confirmatory factor analyses were conducted on a sample of 581 high school teachers. Results showed that a seven-correlated factor structure better represented the data, in comparison with a second-order model and a bifactor model. Structural equation modeling techniques provided evidence of the concurrent validity through correlations with a criterion measure of teacher job satisfaction. School goal structure proved to be an important aspect of school climate substantially related to other school climate factors such as school management quality and relationships among teachers. These findings provided some empirical support for the use of the questionnaire in schools, especially for those interested in articulating interventions aimed at improving the learning environment through the seven school climate dimensions addressed


El presente estudio se centra en el desarrollo y validación inicial de una medida del clima escolar basada en las percepciones de los profesores. La medida fue desarrollada para integrar aquellos aspectos del clima escolar destacados en la literatura existente, incluyendo la estructura de metas escolar. Se realizaron análisis factoriales exploratorios y confirmatorios con una muestra de 581 profesores de secundaria y bachillerato. El uso de modelos de ecuaciones estructurales proporcionó evidencia sobre la validez concurrente a través de correlaciones con una medida criterio sobre la satisfacción laboral de los profesores. La estructura de metas escolar demostró ser un aspecto relevante para definir el clima escolar relacionándose sustancialmente con otros aspectos del mismo tales como la calidad del liderazgo o el apoyo entre profesores. Estos resultados proporcionaron evidencias empíricas a favor del uso del cuestionario propuesto entre las escuelas, especialmente en aquellas interesadas en particular intervenciones encaminadas a mejorar el entorno de aprendizaje a través de las siete dimensiones del clima escolar abordadas


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Adulto Jovem , Inquéritos e Questionários/normas , Percepção , Satisfação no Emprego , Objetivos , Docentes/psicologia , Ensino Fundamental e Médio , Análise Fatorial , Docentes/organização & administração
8.
Acad Med ; 95(1): 52-58, 2020 01.
Artigo em Inglês | MEDLINE | ID: mdl-31567172

RESUMO

Facing space constraints similar to those experienced by many urban campuses, the University of California, San Francisco (UCSF) looked to innovative office workplace design to curb growing facilities expenditures. Mission Hall, a new office building primarily for desktop and clinical researchers and staff, was designed as an activity-based workplace (ABW), a type of open-space design. ABW was simultaneously being proposed as the template for future UCSF desktop research workspaces. ABWs can be less costly to construct than other designs, and their mix of shared and open workspaces is intended to improve efficiency and interaction. Evaluations of ABWs in corporate settings have yielded mixed results. Examples of ABW buildings for faculty in academic health centers (AHCs) are rare.The Mission Hall experience provided a unique opportunity to understand the impact of an ABW design on faculty satisfaction, work effectiveness, well-being, and engagement. In a 2016 survey of faculty, 1 year after occupancy, respondents reported adverse changes in all 4 areas. The most common complaints involved noise exposure and lack of visual and auditory privacy. In response to these issues, faculty reported working at home or elsewhere more frequently, making collaboration more difficult. In 2018, UCSF retrofitted the building to create some private offices and adjusted its overall program to balance private office and open workspaces in future projects.Lessons drawn from this experience can inform workplace solutions at other AHCs. Most critical are the needs to assess functional requirements of work and align design, change management, and technologies to support those requirements.


Assuntos
Arquitetura de Instituições de Saúde/economia , Docentes/organização & administração , Universidades/organização & administração , Local de Trabalho/organização & administração , Eficiência/ética , Arquitetura de Instituições de Saúde/métodos , Arquitetura de Instituições de Saúde/tendências , Humanos , Ruído/efeitos adversos , Satisfação Pessoal , Espaço Pessoal , Pesquisadores/estatística & dados numéricos , São Francisco/epidemiologia , Inquéritos e Questionários , Universidades/normas , Engajamento no Trabalho , Local de Trabalho/economia
11.
Am J Public Health ; 109(11): 1535-1538, 2019 11.
Artigo em Inglês | MEDLINE | ID: mdl-31536412

RESUMO

A confluence of challenges is impeding faculty members' ability to prioritize research with the goal of achieving a public health of consequence: research designed to improve conditions to produce a healthier society. Together, these challenges create a "churn" culture in which faculty focus on generating new business (i.e., grant funding and associated incentives) to replace lost revenue (i.e., expiring grants); this culture can relegate public health impact to a back seat.We share three strategies and related insights from our efforts to shift our department's cultural narrative from churn to a "scholarship of consequence": crafting research proposals of consequence, fostering thought leadership through collaborative writing, and mentoring faculty with a view to a scholarship of consequence.We describe each of the strategies and interim progress. Although they are a work in progress, we conclude that despite initial concerns, our evaluation metrics indicate improvement.


Assuntos
Educação Profissional em Saúde Pública/organização & administração , Docentes/organização & administração , Bolsas de Estudo/normas , Educação Profissional em Saúde Pública/normas , Docentes/normas , Humanos , Mentores , Cultura Organizacional , Pesquisa , Redação/normas
12.
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
14.
PLoS Comput Biol ; 15(6): e1007026, 2019 06.
Artigo em Inglês | MEDLINE | ID: mdl-31194735

RESUMO

Bioinformatics has become an indispensable part of life science over the past 2 decades. However, bioinformatics education is not well integrated at the undergraduate level, especially in liberal arts colleges and regional universities in the United States. One significant obstacle pointed out by the Network for Integrating Bioinformatics into Life Sciences Education is the lack of faculty in the bioinformatics area. Most current life science professors did not acquire bioinformatics analysis skills during their own training. Consequently, a great number of undergraduate and graduate students do not get the chance to learn bioinformatics or computational biology skills within a structured curriculum during their education. To address this gap, we developed a module-based, week-long short course to train small college and regional university professors with essential bioinformatics skills. The bioinformatics modules were built to be adapted by the professor-trainees afterward and used in their own classes. All the course materials can be accessed at https://github.com/TheJacksonLaboratory/JAXBD2K-ShortCourse.


Assuntos
Biologia Computacional/educação , Biologia Computacional/organização & administração , Docentes/educação , Docentes/organização & administração , Big Data , Currículo , Bases de Dados Genéticas , Humanos
16.
Surgery ; 165(6): 1069-1074, 2019 06.
Artigo em Inglês | MEDLINE | ID: mdl-30982645

RESUMO

BACKGROUND: High-fidelity simulation-based training is used increasingly for prelicensure student teams. Such sessions rely on faculty who are able to provide quality prebriefing and debriefing to foster learning among participants. We investigated how well faculty conducted prebriefing and debriefing as part of high-fidelity simulation-based training for interprofessional education. METHODS: Two trained observers independently rated 38 video-recorded sessions of combinations of 4 faculty conducting prebriefings and debriefings of prelicensure student teams after high-fidelity simulation-based training. Assessment was undertaken using the Objective Structured Assessment of Debriefing, an 8-item tool using a 5-point Likert scale (1 as minimum and 5 as maximum). Mean scores for each item were calculated. Inter-rater agreement was determined using Cohen's kappa. A one-way between-subjects analysis of variance with post-hoc Tukey's studentized range procedure was conducted to compare the effect of team facilitator grouping on the quality of team performance of each Objective Structured Assessment of Debriefing element during a prebriefing or a debriefing. Trend analyses of teams with 4 or more observations were performed using Kendall's Tau coefficient test and linear regression analyses to identify whether teams showed improvement through time. Statistical significance was set at P < .05. RESULTS: A total of 7 combinations of faculty conducted between 1 to 14 prebriefings or debriefings. In general, faculty combinations performed better during debriefings compared with prebriefings, with only 1 team having 1 mean item score <3.50. Statistically significant differences between faculty combinations in mean item scores was more pronounced during the prebriefings (2 of 3 Objective Structured Assessment of Debriefing items rated) than during debriefings (1 of 8 Objective Structured Assessment of Debriefing items rated). Effect sizes were strong for all differences. Linear regression analysis revealed a statistically significant change through time for the 3 rated prebriefing items and for 7 of the 8 rated debriefing items. CONCLUSION: Interprofessional faculty combinations in this study tended to have good quality prebriefings and debriefings. The quality of the prebriefings and debriefings can, however, be influenced by the composition of the facilitator teams, most prominently for prebriefings, and team performance does appear to change through time, especially during the debriefing. Future work will focus on whether the quality of prebriefings and debriefings influences learning by trainees.


Assuntos
Educação Médica/organização & administração , Docentes/organização & administração , Treinamento com Simulação de Alta Fidelidade/organização & administração , Relações Interprofissionais , Melhoria de Qualidade , Competência Clínica , Educação Médica/métodos , Treinamento com Simulação de Alta Fidelidade/métodos , Humanos , Avaliação de Programas e Projetos de Saúde , Estudos Prospectivos , Estudos Retrospectivos , Gravação em Vídeo
17.
Med Teach ; 41(4): 391-397, 2019 04.
Artigo em Inglês | MEDLINE | ID: mdl-31008675

RESUMO

Aim: This perspective is part of a series of articles that are outcomes of a consensus conference, that seek to offer a comprehensive examination of the clinical learning environment (CLE), using different academic disciplines and areas of focus termed "avenues." The education dimensions of the CLE are discussed in detail in this perspective, along with critical linkages to the other avenues. Methods: Using iterative presentations, discussion and small group work, in October 2018, the consensus conference participants explored the education, psychological, sociocultural, diversity and inclusion, digital and architectural aspects of the CLE. Results: The education avenue of the CLE includes elements of teaching and learning such as the curriculum, clinical experiences, the assessment system, educational program governance, trainee selection, faculty development, and program evaluation and improvement. Within the educational domain, we focus on organizational and personal/social aspects of the CLE, including (1) curriculum design and deployment, including placement of trainees in clinical settings, organizational culture, practices and policies, and accreditation and regulatory requirements from the organizational domain (2) the education system, including assessment, program evaluation and organization and governance; and (3) elements from the personal and social domains, including peer-to-peer, trainee-faculty, and trainee-patient relationships that influence how and what postgraduate trainees learn, trainee selection, informal and hidden curricula, and trainees' perceptions of their learning environment. Conclusions: We provide suggestions for further research and recommendations for addressing challenges and facilitating improvement in the educational aspects of the CLE, along with actionable practice points.


Assuntos
Meio Ambiente , Pessoal de Saúde/educação , Aprendizagem , Meio Social , Ensino/organização & administração , Competência Clínica/normas , Currículo , Avaliação Educacional/métodos , Docentes/educação , Docentes/organização & administração , Humanos , Relações Interpessoais , Cultura Organizacional , Desenvolvimento de Pessoal/organização & administração , Ensino/psicologia , Ensino/normas
19.
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
20.
Med Educ Online ; 24(1): 1567239, 2019 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-30716011

RESUMO

Most academic health sciences centers offer faculty leadership development programs (LDPs); however, the outcomes of LDPs are largely unknown. This article describes perspectives from our 12-year experience cultivating a formal faculty LDP within an academic health center and longitudinal outcomes of our LDP. Responding to faculty concerns from University of California San Francisco's (UCSF) 2001 Faculty Climate Survey, UCSF established the UCSF-Coro Faculty Leadership Collaborative (FLC) in 2005. The FLC focused on building leadership skills using a cohort-based, experiential, interactive and collaborative learning approach. From 2005 to 2012, FLC has conducted training for 136 graduates over 7 cohorts with 97.6% completion rate. FLC faculty participants included 64% women and 13% underrepresented minority (URM). The proportions of graduates attaining leadership positions within UCSF such as deans or department chairs among all, URM, and women URM graduates were 9.6%, 33.3% and 45.5%, respectively. A 2013 online survey assessed 2005-2012 graduates' perceived impacts from 8 months to 8 years after program completion and showed 91.7% of survey respondents felt the program both increased their understanding of UCSF as an organization and demonstrated the University's commitment to foster faculty development. Qualitative results indicated that graduates perceived benefits at individual, interpersonal, and organizational levels. Though we did not directly assess impact on faculty recruitment and retention, the findings to date support cohort-based experiential learning in faculty leadership training development.


Assuntos
Docentes/organização & administração , Liderança , Desenvolvimento de Pessoal/organização & administração , Adulto , Docentes de Medicina/organização & administração , Feminino , Humanos , Masculino , Grupos Minoritários , Desenvolvimento de Programas , São Francisco
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