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1.
PLoS One ; 15(7): e0235170, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32614843

RESUMO

Massive Open Online Courses (MOOCs) are used to support professional learning at scale in many countries. The present study examined a MOOC named Flipped Classrooms that was specially designed for in-service teachers in China. This MOOC was offered for seven consecutive iterations across three years and allowed teachers to re-take this course in connection with their teaching practice. Overall, 16% of all 105,370 learners enrolled in at least two iterations of the MOOC. To understand their learning motivations, their learning engagement within the MOOC, and the connections they forged between the MOOC and their teaching, we conducted a mixed-methods study using multiple data sources including course registration records, course entry surveys, learning performance data, click logs, and semi-structured interviews. Results indicated that teacher-learners re-took the MOOC for various reasons such as refreshing domain understanding, improving grades, and addressing practical problems. Click log analysis found MOOC re-takers with different performance trajectories demonstrated distinct learning patterns across iterations. Qualitative analysis of the interview data revealed additional insights into learning within the MOOC and connections forged by the re-takers between the MOOC and their teaching practice. This study contributes fresh insights into the MOOC literature by investigating MOOC re-takers and sheds light on the promise of using MOOC to support networked professional learning. Implications for future MOOCs and teacher learning opportunities are discussed.


Assuntos
Educação a Distância , Educação Profissionalizante , Pessoal de Educação/educação , Adulto , China , Educação a Distância/métodos , Educação Profissionalizante/métodos , Avaliação Educacional , Feminino , Humanos , Aprendizagem , Masculino , Pessoa de Meia-Idade , Motivação , Rede Social , Adulto Jovem
5.
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
6.
Acad Med ; 95(5): 686-689, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-31876567

RESUMO

Health professions education (HPE) researchers come from many different academic traditions, from psychology to engineering to rhetoric. Trained in these traditions, HPE researchers engage in science and the building of new knowledge from different paradigmatic orientations. Collaborating across these traditions is particularly generative, a phenomenon the authors call the multidisciplinary edge effect. However, to harness this productivity, scholars need to understand their own paradigms and those of others so that collaboration can flourish. This Invited Commentary introduces the Philosophy of Science series-a collection of articles that introduce readers to 7 different paradigms that are frequently used in HPE research or that the authors suggest will be increasingly common in future studies. Each article in the collection presents a concise and accessible description of the main principles of a paradigm so that researchers can quickly grasp how these traditions differ from each other. In this introductory article, the authors define and illustrate key terms that are essential to understanding these traditions (i.e., paradigm, ontology, epistemology, methodology, and axiology) and explain the structure that each article in this series follows.


Assuntos
Educação Profissionalizante/métodos , Estudos Interdisciplinares/tendências , Educação Baseada em Competências , Educação Profissionalizante/tendências , Humanos , Projetos de Pesquisa
10.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 22(6): 269-272, nov.-dic. 2019. tab
Artigo em Espanhol | IBECS | ID: ibc-187785

RESUMO

Introducción: Actualmente, las universidades españolas fomentan políticas de igualdad de género, entre ellas la Universitat Pompeu Fabra. Las autoridades educativas de la Facultad de Ciencias de la Salud y de la Vida de dicha universidad estaban interesadas en conocer si el resultado académico de sus egresados era similar entre hombres y mujeres. Objetivo: Para conseguir la meta anterior, se planteó un estudio con todas las personas egresadas en la licenciatura de biología, primera titulación que se implantó en la facultad y que tenía una orientación biosanitaria. Sujetos y métodos: Se registraron las calificaciones de todos los egresados de las diez promociones de la licenciatura referentes al expediente final y a cinco asignaturas con características cognitivas diferentes: anatomía, fisiología, genética, bioinformática y bioética. Resultados: Los resultados en todas las variables estudiadas fueron similares entre hombres y mujeres, no existiendo ninguna diferencia significativa. Conclusiones: Los resultados se valoraron positivamente ya que, al haber igualdad entre sexos, no se consideró que fueran necesarias medidas especiales respecto al tema estudiado para fomentar la igualdad


Introduction: Currently, Spanish universities promote policies of gender equality, including the Pompeu Fabra University. The educational authorities of the Faculty of Health and Life Sciences of this university were interested in knowing if the academic result of their graduates was similar between men and women. Aim: To achieve the above goal, a study was planned with all the people graduated from the Biology degree, the first degree that was implemented in the faculty and that had a bio sanitary orientation. Subjects and methods: The qualifications of all the graduates of the 10 undergraduate promotions in the final file and five subjects with different cognitive characteristics were recorded: anatomy, physiology, genetics, bioinformatics and bioethics. Results: The results in all the variables studied were similar between men and women, with no significant differences. Conclusions: The results were positively valued since, as there was equality between genders, it was not considered that special measures were necessary to promote equality regarding academic performance


Assuntos
Humanos , Masculino , Feminino , Desempenho Acadêmico , Biologia/educação , Fatores Sexuais , Avaliação Educacional/métodos , Biologia/organização & administração , Biologia/estatística & dados numéricos , Educação Profissionalizante/métodos , Modelos Educacionais , Estudantes/estatística & dados numéricos
11.
Afr J Prim Health Care Fam Med ; 11(1): e1-e10, 2019 Oct 17.
Artigo em Inglês | MEDLINE | ID: mdl-31714121

RESUMO

BACKGROUND: Language barriers between doctors and patients have been shown globally to negatively affect the quality of health care and infringe on basic patient rights. In response to these challenges, the Division of Family Medicine at the University of Cape Town (UCT) integrated career-oriented Afrikaans and Xhosa communication skills classes into the MBChB degree programme in 2003. AIM: To measure students' perceptions of the effectiveness of the language communication skills classes in creating multilingual medical practitioners in the South African context and compare these perceptions between the Afrikaans and Xhosa courses. SETTING: The study was conducted on the Health Sciences campus of the University of Cape Town, South Africa. METHODS: The study was a cross-sectional survey. During March 2017, access to an online structured questionnaire was provided to 600 randomly selected medical students from second to sixth year at the UCT. RESULTS: The response rate was 43.7%, and students reported a much higher baseline level of Afrikaans compared to Xhosa (99.0% vs. 42.7%). Respondents reported a lack of confidence in the clinical sphere for both languages (Afrikaans 51.5%; Xhosa 60.0%) and a lack of communicative ability (Afrikaans 35.3%; Xhosa 67.2%) as major barriers to patient communication. CONCLUSIONS: Respondents overwhelmingly agreed that second language learning is valuable for their future as medical practitioners, but did not feel that they are developing sufficient communicative competence. The courses need to be re-evaluated to account for the lower level of pre-MBChB Xhosa exposure, as compared to Afrikaans. Increased time allocated to languages, increased attention to cultural issues and informal variants, and redesigning assessments to better reflect students' abilities are all potential recommendations.


Assuntos
Atitude do Pessoal de Saúde , Barreiras de Comunicação , Educação Médica/métodos , Educação Profissionalizante/métodos , Adulto , Estudos Transversais , Feminino , Humanos , Masculino , Multilinguismo , Relações Profissional-Paciente , África do Sul
12.
Adv Physiol Educ ; 43(4): 519-521, 2019 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-31642705

RESUMO

Good presentation skills are important. Why? When you improve your presentation skills, you improve your ability to engage your audience and communicate whatever science you happen to do. In graduate school you learn how to do research, and you sometimes learn how to teach, but how often do you actually learn how to give an effective, engaging presentation? In this personal view I recount some of my early experiences as a presenter and some of the techniques I use to (hopefully) engage my audiences.


Assuntos
Educação Profissionalizante/métodos , Disseminação de Informação , Fisiologia/educação , Fala , Ensino , Humanos , Análise e Desempenho de Tarefas
13.
Rev Lat Am Enfermagem ; 27: e3174, 2019.
Artigo em Português, Inglês, Espanhol | MEDLINE | ID: mdl-31596409

RESUMO

OBJECTIVE: to analyze the contributions of the in situ simulation in the self-confidence of early childhood and elementary education teachers regarding the initial management of health complications in school. METHOD: this is a pre-post testing quasi-experimental study. Two pre and post in situ simulation instruments were applied to 76 teachers, namely: visual analogue scale of teachers' self-confidence in the management of health complications at school, and a questionnaire to assess their knowledge on the subject. The educational activity was composed of four scenarios of in situ simulation. The data were analyzed by descriptive and analytical statistics using univariate and multivariate linear regression. RESULTS: the comparison of results of pre and post in situ simulation self-confidence identified promotion of self-confidence (p<0.001), especially for those teachers with less professional experience (p=0.008), without previous similar experience (p=0.003) and who actively participated in the simulation (p=0.009). CONCLUSION: the teachers feel uncomfortable to handle health complications. The in situ simulation elevated the perception of self-confidence among teachers.


Assuntos
Serviços de Saúde Escolar , Professores Escolares , Autoimagem , Treinamento por Simulação , Adulto , Brasil , Educação Profissionalizante/métodos , Feminino , Educação em Saúde , Conhecimentos, Atitudes e Prática em Saúde , Promoção da Saúde , Humanos , Masculino , Pessoa de Meia-Idade , Inquéritos e Questionários , Fatores de Tempo
14.
Prensa méd. argent ; 105(9 especial): 532-537, oct 2019.
Artigo em Inglês | LILACS, BINACIS | ID: biblio-1046454

RESUMO

The article deals with the organizational- methodological and content aspects of practice-oriented tasks aimed at the formation of professional competencies of future professionals who study the theory and practice of the inclusive education of children with disabilities. Practice-oriented tasks aimed at the formation of knowledge about the essence of the basic concepts used in the process of the professional activity of specialists in an inclusive educational space are presented. In addition, practice-oriented tasks aimed at the formation of the abilities to analyze and summarize educational activities in organizations engaged in educational activities and to support children with disabilities and their families are given.


Assuntos
Ensino de Recuperação , Pessoas com Deficiência/educação , Educação Baseada em Competências , Educação Profissionalizante/métodos , Políticas Públicas Antidiscriminatórias
15.
Rural Remote Health ; 19(3): 5020, 2019 09.
Artigo em Inglês | MEDLINE | ID: mdl-31519109

RESUMO

INTRODUCTION: Native Americans have some of the worst health outcomes of any minority group in the USA, and are severely under-represented in the health professional workforce. From 2009 to 2015, partners from a tribal college in rural North Dakota and academic institutions in New York collaborated to create a program wherein non-Native health professionals traveled to the reservation to teach a summer course to Native students. This study assessed the impact of the program on both the Native students who took the course and the non-Native health professionals who taught the course. METHODS: Focus groups composed of former students in the program were held in Spirit Lake, North Dakota. Non-Native student teachers were surveyed using an online survey tool. Focus group data were analyzed using grounded theory methodology. Survey data were analyzed using descriptive statistics. RESULTS: Fifteen former students participated in the focus groups. Participants stated that their experiences in the course increased interest in health professions and knowledge of public health issues. Participants also described barriers to entering health professionals for Native students and the benefits of close interaction with non-Native individuals. Eighty-six percent (24/28) of former course teachers responded to the survey. Survey respondents stated their experiences in North Dakota increased their understanding of underserved populations and their interest in working in rural areas. CONCLUSION: This study assessed the successes and limitations of a collaborative, interprofessional immersion program in rural North Dakota. Similar programs may increase the number of Native Americans in health professions and increase non-Native health professional interest in and engagement with rural communities.


Assuntos
Educação Profissionalizante/métodos , Pessoal de Saúde/educação , Saúde Pública/educação , População Rural/estatística & dados numéricos , Adulto , Humanos , Relações Interprofissionais , Masculino , Área Carente de Assistência Médica , North Dakota , Avaliação de Programas e Projetos de Saúde , Serviços de Saúde Rural/organização & administração
16.
Work ; 64(2): 249-270, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31524193

RESUMO

BACKGROUND: Science, technology and innovation (STI) governance concerns itself with the societal impact of STI. Occupation, whether used with the meaning of paid, unpaid work or any activity that is considered meaningful to the individual on an everyday basis, is one area of societal impact of STI. Fields such as occupational therapy, occupational science and occupational health and safety concern themselves with the relationship between occupation and the health and well-being of human beings albeit all with different foci. OBJECTIVE: To ascertain the knowledge of students from two Occupational Therapy programs on STI governance, specific STI products and their views on the impact of STI governance and STI products on occupational therapy and its clients. METHODS: Online survey employing Yes/No' questions with comment boxes and open-ended textbox questions. Descriptive quantitative and thematic qualitative data was generated. RESULTS: Students were unfamiliar with STI governance discourses but felt that they should be aware of them. Students stated that how one governs STI impacts occupational therapy on all levels and that the occupational therapy community has expertise that would enrich STI governance discourses around occupation. CONCLUSION: Education actions seem to be warranted on the level of students and practitioners by the occupational therapy and STI governance communities.


Assuntos
Educação Profissionalizante/métodos , Invenções/tendências , Terapeutas Ocupacionais/psicologia , Educação Profissionalizante/tendências , Humanos , Terapeutas Ocupacionais/educação , Terapia Ocupacional/educação , Inquéritos e Questionários
17.
Rev Bras Enferm ; 72(4): 1086-1093, 2019 Aug 19.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31432969

RESUMO

OBJECTIVE: To investigate the most commonly used educational approaches in dementia training for primary health care professionals. METHOD: Integrative literature review, conducted between April and June of 2018, in PubMed, LILACS and IBECS databases. The descriptors used were: Training, Health Personnel, Dementia, Primary Health Care for PubMed; and the MeSH terms, Training Programs, Health Personnel, Dementia, and Primary Health Care for LILACS and IBECS. RESULTS: The sample consisted of 13 articles; eight were published in the last five years (62%); seven articles with a quantitative approach (54%); seven articles produced on the European continent (54%), followed by five published on the North American continent (38%). All journals were from the health area (100%). CONCLUSION: Educational strategies were combined and used for education. Significant improvements in knowledge, skills, and attitudes of the teams with regard to professional management of dementias were evidenced.


Assuntos
Demência/terapia , Educação Profissionalizante/métodos , Ensino/tendências , Demência/psicologia , Educação Profissionalizante/tendências , Pessoal de Saúde/educação , Pessoal de Saúde/tendências , Humanos
19.
Nihon Koshu Eisei Zasshi ; 66(6): 317-326, 2019.
Artigo em Japonês | MEDLINE | ID: mdl-31231101

RESUMO

Objectives The importance of social capital in promoting interprofessional collaborations is well known. This study examined the effects of an interprofessional educational program for homecare professionals on building social capital in terms of homecare in an urban area.Methods The program was conducted at Kita Ward, Tokyo, from July 2014 to January 2015. We used a self-administered questionnaire before and after the program to collect data from homecare professionals in the ward, as well as from those who were interested in providing homecare. Physicians attended a five-day program, while other professionals attended a four-and-a-half-day program. Participants' attitude toward homecare practices was assessed to evaluate their motivation level for the job (i.e., the formation of a practical view of homecare and efficacy to engage in homecare practices). Regarding social capital, we assessed trust and norm of reciprocity for those in the same profession as the respondent (bonding and cognitive social capital) as well as for those in a different profession (bridging and cognitive social capital). Additionally, to professionals other than physicians, we asked about trust and norm of reciprocity regarding physicians (bridging and cognitive social capital) and collaborative conditions with physicians, which included the two sub-domains of cooperation and interaction (bridging and structural social capital). A generalized estimating equation was used to detect the effect size.Results Of the 54 program participants, 52 (including two physicians) completed both the pre- and post-program questionnaires. Participants' practical view of homecare was formed after the program, although their efficacy for homecare practices was unchanged. With regard to social capital, scores for both trust and norm of reciprocity for the same profession (bonding and cognitive social capital) increased, while those for different professions (bridging and cognitive social capital) were unchanged. Scores for both trust and norm of reciprocity regarding physicians and cooperation with physicians (bridging and cognitive social capital, and bridging and structural social capital) also increased. Finally, trust and norm of reciprocity for the participants improved after the program.Conclusion The interprofessional educational program for homecare professionals may foster social capital among the participants. The study results imply that this program can be a possible strategy to foster social capital in the field of homecare.


Assuntos
Currículo , Educação Profissionalizante/métodos , Serviços de Assistência Domiciliar , Visitadores Domiciliares/educação , Colaboração Intersetorial , Capital Social , Serviços Urbanos de Saúde , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Inquéritos e Questionários , Tóquio
20.
BMC Med Educ ; 19(1): 186, 2019 Jun 04.
Artigo em Inglês | MEDLINE | ID: mdl-31164123

RESUMO

BACKGROUND: Considerable attention has been paid to the variables for creative abilities of teachers and the creative climate of the schools in which they teach, as well as the direct relationships between these variables. However, research on the indirect links between these variables concerning creativity in higher education has been limited. Researches on creative teaching behaviors among health care teachers are scant, particularly in Taiwan. METHODS: This study used a cross-sectional descriptive design to investigate potential mediating and moderating effects of Taiwanese health care school teachers' creative teaching self-efficacy and a school's creative climate, the relationship between these variables, and the relationship between creative teaching self-efficacy and creative teaching behaviors. Participants were purposively selected from five vocational and technical health care schools in Northern Taiwan representing the departments of nursing, gerontological care and management, and nutrition and health. Data were collected from five self-report questionnaires regarding teaching, the school environment, and creativity. Data were analyzed using Pearson's correlation coefficient and simple and hierarchical multiple regression models. RESULTS: A total of 53 teachers completed the questionnaires. Pearson's correlation analysis showed the teamwork component of school creative climate was correlated with the creative teaching behavior of characteristics and motivations. The mediation model indicated creative teaching self-efficacy fully mediated the effect of teamwork on teachers' characteristics and motivations. The moderation model indicated that teamwork negatively moderated the effect of teachers' creative teaching abilities for characteristics and motivations on creative teaching behaviors (ß = - 0.01, p < 0.001). CONCLUSIONS: Our findings fill a gap in the literature regarding creative teaching behaviors and school climate in Taiwan. School teachers' creative teaching self-efficacy and creative teaching abilities are crucial mediating and moderating variables on the relationship between school creative climate and creative teaching behaviors, respectively. The empirical data confirm the validity of our proposed mediation and moderation models of creative teaching behaviors. Therefore, our findings may be effective references for health care teachers regarding creative teaching. Improving creative teaching behaviors of teachers responsible for educating students in health care schools could be facilitated by enhancing teachers' creative self-efficacy and creative abilities.


Assuntos
Educação Profissionalizante/métodos , Ensino , Criatividade , Estudos Transversais , Docentes/psicologia , Docentes/estatística & dados numéricos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Autoeficácia , Inquéritos e Questionários , Taiwan
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