Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 583
Filtrar
1.
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
2.
Crit Rev Oncol Hematol ; 151: 102976, 2020 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-32389896

RESUMO

We investigated the impact of the European School of Oncology's (ESO) Masterclass (MCO) in Clinical Oncology on the career development of young participants. MCO represents the flagship educational activity of ESO and is organized annually, mostly in collaboration with the European Society for Medical Oncology (ESMO) in five different geographical regions. A questionnaire consisting of 21 questions was sent to all doctors who attended the ESO MCOs from 2009 to 2016. The 228 responders were mostly from European countries and hold the specialty of Medical Oncology. Ninety-five percent of them evaluated ESO MCOs as "extremely useful" or "useful" for their professional career. Around 60% were trained at University Hospitals or Cancer Institutes and currently, one-third of them are employed in Academic Centers. Eighty percent have performed translational or clinical research and 77.5% were able to publish in pertinent international journals. The contribution of ESO MCOs to trainees' career development in different oncology disciplines around the world is discussed.


Assuntos
Educação Médica Continuada , Educação Profissionalizante/organização & administração , Oncologia/educação , Neoplasias , Médicos , Europa (Continente) , Humanos , Oncologia/tendências , Inquéritos e Questionários
3.
Int J Med Educ ; 10: 203-207, 2019 Nov 04.
Artigo em Inglês | MEDLINE | ID: mdl-31683258

RESUMO

Objectives: To assess the validity and reliability of the Persian version of the Readiness for Inter-Professional Learning Scale (RIPLS). Methods: A cross-sectional study was performed among final-year medical students in Iran. A total of 200 students completed the Persian versions of the RIPLS questionnaire using convenience sampling. To evaluate the construct validity of the RIPLS questionnaire, data were subjected to confirmatory factor analysis (CFA).  Some goodness-of-fit indicators were used to assess the hypothesized model.  The hypothesised models were tested with LISREL 7.8. Results: Cronbach's alphas for 9 teamwork and collaboration (TAC), 3 negative professional identity (NPI), 4 positive professional identity (PPI) and 3 Roles and responsibilities (RAR) items were 0.89, 0.60, 0.86 and 0.28 respectively. The whole RIPLS was found to be highly reliable (19 items; α= 0.94).  The set of fit statistics show that the hypothesised four-factor model fits the sample data. Conclusions: The results of the study show that the Persian version of the RIPLS may be a valid and reliable scale. In addition, the results of CFA show that the hypothesised four-factor model appears to be a good fit to the data. However, the Persian version of the subscales of NPI and RAR needs to be developed. The implications and limitations of the study are discussed.


Assuntos
Relações Interprofissionais , Aprendizagem , Estudantes de Medicina/psicologia , Comportamento Cooperativo , Estudos Transversais , Educação Profissionalizante/organização & administração , Humanos , Irã (Geográfico) , Reprodutibilidade dos Testes , Inquéritos e Questionários
4.
J Interprof Care ; 33(4): 369-381, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31429342

RESUMO

We report a review of interprofessional education (IPE) for health in Brazil with the objective of identifying experiences and good practices related to the different contexts of changing education and health systems. Our approach is an integrative bibliographic review using surveys and analysis of documents related to IPE in the Virtual Health Library scientific data base. The Brazilian scenario on IPE is still rudimentary, lacking clarity in its definition and scientific progress. Records of successful experiences of IPE and collaborative practices show some growth, with a tendency toward great adherence of professionals, students and teachers in the training model reshuffle. Collaborative practices are strategically used as innovative pedagogical approaches to foster the establishment of integrated teaching-service-community curricula, which coexist with traditional ones. IPE initiatives and collaborative practices have existed in Brazil since the mid-twentieth century. However, the dynamics of training models have not been accompanied by the same pace of change in health services, even under pressure to expand the primary health care (PHC) network and international influence for changes in educational models. The main challenge in this context is to make changes in the three components of training programmes: theoretical orientation, pedagogical approach and scenarios of practices, responding to population health needs and improving people's quality of life.


Assuntos
Educação Profissionalizante/organização & administração , Ocupações em Saúde/educação , Relações Interprofissionais , Atenção Primária à Saúde/organização & administração , Brasil , Comportamento Cooperativo , Currículo , Humanos , Modelos Educacionais
5.
Am Surg ; 85(6): 601-605, 2019 Jun 01.
Artigo em Inglês | MEDLINE | ID: mdl-31267900

RESUMO

The Stop the Bleed (STB) course teaches trainees prehospital hemorrhage control with a focus on mass education. Identifying populations most likely to benefit can help save on the significant cost and limited resources. In this study, we attempted to identify those populations and performed a cost analysis. Trainees underwent STB education and completed a survey on completion to assess demographics and prior experiences where STB skills could have been useful. Five hundred seventy-one trainees categorized as first responders (14%), students (56%), and the working public (30%) completed the survey. Most trainees found the lecture and simulation helpful, 96 per cent and 98 per cent, respectively. There were significant differences among groups who had previously been in situations where the STB course would have been helpful (88% first responders versus 40% students versus 43% public workers) (P < 0.001). Teaching a class of 10 students costs approximately $455; the cost can be as high as $1246 for a class of 50 students. Most STB trainees found the course helpful. First responders are most likely to be exposed to situations where course information could be helpful. Focusing on specific high-yield groups rather than mass education might be a more efficient approach to STB education.


Assuntos
Serviços Médicos de Emergência/organização & administração , Socorristas/educação , Hemorragia/prevenção & controle , Incidentes com Feridos em Massa/prevenção & controle , Adulto , Distribuição de Qui-Quadrado , Educação Médica/organização & administração , Educação Profissionalizante/organização & administração , Tratamento de Emergência , Feminino , Pessoal de Saúde/educação , Humanos , Masculino , Pessoa de Meia-Idade , Saúde Pública/educação , Melhoria de Qualidade , Medição de Risco , Inquéritos e Questionários , Taxa de Sobrevida , Estados Unidos
6.
Acad Med ; 94(11): 1685-1690, 2019 11.
Artigo em Inglês | MEDLINE | ID: mdl-31135397

RESUMO

Interprofessional education (IPE) is promoted as a necessary precursor to the implementation of the collaborative practices in patient care thought to improve teamwork and communication among health care providers, patients, their families, and communities. Yet barriers to IPE persist, due largely to a lack of understanding on the part of health care team members about the norms and practices of health professions outside their own. A by-product of social interactions within groups and networks, social capital is a collective asset that contributes to the development of trust, innovation, and coordination of efforts toward mutual goals. Duke AHEAD (Academy for Health Professions Education and Academic Development), an interprofessional educator academy, is examined through the lens of social capital theory as a viable means of breaking down barriers to IPE, thereby improving patient care.


Assuntos
Centros Médicos Acadêmicos/organização & administração , Educação Profissionalizante/organização & administração , Docentes de Medicina/organização & administração , Ocupações em Saúde/educação , Capital Social , Estudantes de Ciências da Saúde , Atitude do Pessoal de Saúde , Humanos , Relações Interprofissionais , Competência Profissional
7.
Acad Med ; 94(10): 1448-1454, 2019 10.
Artigo em Inglês | MEDLINE | ID: mdl-31135403

RESUMO

Clinician-scientists-health care professionals expert in research and clinical practice-can play a vital role in translating research outcomes to clinical practice. Concerns about the sustainability of the clinician-scientist workforce have been expressed in the literature for decades. Although many have made recommendations to increase the clinician-scientist workforce, there has been no substantial change. Therefore, an international expert meeting was held in March 2017 in Utrecht, the Netherlands, with the goal of discovering unidentified gaps in our understanding of challenges to the sustainability of the clinician-scientist workforce. Nineteen individuals (steering committee members; representatives from the AAMC, AFMC, and RCPSC; and physician-scientists, nurse-scientists, education scientists, deans, vice deans, undergraduate and postgraduate program directors, and a medical student) from Canada, the Netherlands, the United States, and Singapore participated in the meeting. The meeting identified 3 critical questions to be addressed: (1) What is the particular nature of the clinician-scientist role? (2) How are clinician-scientists to be recognized within the health and health research ecosystem? and (3) How can the value that clinician-scientists add to translational medicine and research be clarified to stakeholders and the public? The meeting participants identified a 3-fold agenda to address these questions: articulating the value proposition of clinician-scientists, supporting professionalization and professional identity development, and integrating clinical and research training. Addressing the 3 critical questions will likely contribute to a wider recognition of the value of clinician-scientists and be a first step in advancing from recommendations toward system-level changes to reinvigorate the clinician-scientist workforce.


Assuntos
Enfermeiras e Enfermeiros , Médicos , Papel Profissional , Pesquisadores , Pesquisa Biomédica/educação , Congressos como Assunto , Educação Profissionalizante/métodos , Educação Profissionalizante/organização & administração , Mão de Obra em Saúde , Humanos
8.
J Interprof Care ; 33(4): 361-368, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31106641

RESUMO

Following a history of the Australian health system and funding models, we outline workforce issues, in particular, the lack of health professionals in regional locations. The role of the Australian government health departments in workforce planning is discussed. We describe research funded by the Commonwealth government focussing on the development of interprofessional education (IPE) for collaborative practice. New models of interprofessional care have been introduced to help tackle the population needs: in the Australian Capital Territory (ACT); HealthOne in New South Wales; health-care homes nationally; and partnerships between pharmacists and general practitioners in Victoria. Changes in care delivery necessitate innovations in health education, however how IPE is embedded in Australian health professional education still varies. There is a growing sense of an IPE community complemented by an interest in IPE from peak policy and workforce bodies. There are changes underway in health professional registration and accreditation that are likely to regulate shared and common learning to enable the continuous development of a flexible, responsive and sustainable health workforce. We conclude that there are significant opportunities for further development of IPE and collaborative practice as key strategies for adding to the ability of health systems to address individual needs in conjunction with aiming for optimal and universal health coverage.


Assuntos
Educação Profissionalizante/organização & administração , Pessoal de Saúde/educação , Serviços de Saúde do Indígena/organização & administração , Relações Interprofissionais , Serviços de Saúde Rural/organização & administração , Humanos , Northern Territory , Equipe de Assistência ao Paciente/organização & administração , Recursos Humanos/organização & administração
10.
Am J Epidemiol ; 188(6): 979-986, 2019 06 01.
Artigo em Inglês | MEDLINE | ID: mdl-30834428

RESUMO

Epidemiology education is increasingly recognized as a core science necessary for career preparation throughout the health sector, and graduate epidemiology instruction is continually being reevaluated to ensure students receive appropriate training. Recent work has also focused on the potential for epidemiology to be formally incorporated as a stand-alone discipline in undergraduate education and even integrated into wide-scale high-school science learning. As epidemiology educators, however, we face a tremendous challenge in that we should appreciate differences in students' instructional needs and goals (e.g., concepts and skills) at each educational level. In this article we propose an epidemiology learning continuum for students from high school through graduate school. We call for a student-centered instructional approach to best hone learners' grasp of concepts and skills. Furthermore, we propose scaffolded learning to help epidemiology students to develop more advanced insights and abilities as they progress in the field. This approach will not only best serve the discipline but also is well-aligned with the Association of Schools and Programs of Public Health's "Framing the Future" initiative for public health education for the 21st century.


Assuntos
Educação Profissionalizante/organização & administração , Epidemiologia/educação , Universidades/organização & administração , Educação de Pós-Graduação/organização & administração , Humanos , Aprendizagem Baseada em Problemas , Instituições Acadêmicas/organização & administração , Ensino/organização & administração
11.
PLoS One ; 14(2): e0211037, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30759105

RESUMO

Facial image comparison practitioners compare images of unfamiliar faces and decide whether or not they show the same person. Given the importance of these decisions for national security and criminal investigations, practitioners attend training courses to improve their face identification ability. However, these courses have not been empirically validated so it is unknown if they improve accuracy. Here, we review the content of eleven professional training courses offered to staff at national security, police, intelligence, passport issuance, immigration and border control agencies around the world. All reviewed courses include basic training in facial anatomy and prescribe facial feature (or 'morphological') comparison. Next, we evaluate the effectiveness of four representative courses by comparing face identification accuracy before and after training in novices (n = 152) and practitioners (n = 236). We find very strong evidence that short (1-hour and half-day) professional training courses do not improve identification accuracy, despite 93% of trainees believing their performance had improved. We find some evidence of improvement in a 3-day training course designed to introduce trainees to the unique feature-by-feature comparison strategy used by facial examiners in forensic settings. However, observed improvements are small, inconsistent across tests, and training did not produce the qualitative changes associated with examiners' expertise. Future research should test the benefits of longer examination-focussed training courses and incorporate longitudinal approaches to track improvements caused by mentoring and deliberate practice. In the absence of evidence that training is effective, we advise agencies to explore alternative evidence-based strategies for improving the accuracy of face identification decisions.


Assuntos
Educação Profissionalizante/métodos , Face , Reconhecimento Visual de Modelos , Polícia/educação , Educação Profissionalizante/organização & administração , Feminino , Humanos , Masculino
12.
J Athl Train ; 54(1): 106-114, 2019 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-30721095

RESUMO

CONTEXT: Health care systems are increasing their emphasis on interprofessional collaborative practice (IPCP) as a necessary component to patient care. However, information regarding the challenges athletic trainers (ATs) perceive with respect to participating in IPCP is lacking. OBJECTIVE: To describe collegiate ATs' perceptions of challenges to and resources for participation in IPCP. DESIGN: Qualitative study. SETTING: College and university. PATIENTS OR OTHER PARTICIPANTS: The response rate was 8% (513 ATs [234 men, 278 women, 1 preferred not to disclose sex], years in clinical practice = 10.69 ± 9.33). DATA COLLECTION AND ANALYSIS: Responses to survey-based, open-ended questions were collected through Qualtrics. A general inductive qualitative approach was used to analyze data and establish relevant themes and categories for responses. Multianalyst coding and an external auditor confirmed coding saturation and assisted in triangulation. RESULTS: Challenges were reported in the areas of needing a defined IPCP team structure, respect for all involved health care parties, and concerns when continuity of care was compromised. Communication was reported as both a perceived challenge and a resource. Specific resources seen as beneficial to effective participation in IPCP included communication mechanisms such as shared patient health records and educational opportunities with individuals from other health care professions. CONCLUSIONS: As ATs become more integrated into IPCP, they need to accurately describe and advocate their roles, understand the roles of others, and be open to the dynamic needs of team-based care. Development of continuing interprofessional education opportunities for all relevant members of the health care team can help to delineate roles more effectively and provide more streamlined care with the goal of improving patient outcomes.


Assuntos
Atitude do Pessoal de Saúde , Relações Interprofissionais , Medicina Esportiva/organização & administração , Atletas , Comunicação , Educação Continuada/organização & administração , Educação Profissionalizante/organização & administração , Escolaridade , Feminino , Humanos , Masculino , Assistência ao Paciente/métodos , Percepção , Pesquisa Qualitativa , Comportamento Social , Estudantes , Inquéritos e Questionários , Universidades
13.
PLoS One ; 13(12): e0208482, 2018.
Artigo em Inglês | MEDLINE | ID: mdl-30543647

RESUMO

BACKGROUND: Primary care practitioners (PCP) play key roles in cervical cancer prevention. Human papillomavirus (HPV) knowledge is an important influence on PCPs' cervical cancer prevention-related behaviours. We investigated HPV knowledge, and associated factors, among general practitioners (GPs) and practice nurses. METHODS: A survey, including factual questions about HPV infection and vaccination, was mailed to GPs and practice nurses in Ireland. Multivariable logistic regression was used to determine which PCPs had low knowledge (questions correctly answered: infection ≤5/11; vaccination: ≤4/10). Questions least often answered correctly were identified. RESULTS: 697 PCPs participated. For HPV infection, GPs and practice nurses answered a median of nine and seven questions correctly, respectively (p<0.001). Significantly associated with low HPV infection knowledge were: being a practice nurse/male GP; working fewer hours/week; not having public patients; and having never taken a cervical smear. For HPV vaccination, both GPs and practice nurses answered a median of six questions correctly (p = 0.248). Significantly associated with low HPV vaccination knowledge were: being a practice nurse/male GP; working more years in general practice, fewer hours/week, in a smaller practice or in a practice not specialising in women's health; and having never taken a smear. Six HPV infection questions, and seven HPV vaccination questions, were not answered correctly by >⅓ of PCPs. CONCLUSIONS: There are important limitations in HPV infection and vaccination knowledge among PCPs. By identifying factors associated with poor knowledge, and areas of particular uncertainty, these results can inform development of professional education initiatives thereby ensuring women have access to uniformly high-quality HPV-related information and advice.


Assuntos
Educação Médica Continuada/organização & administração , Clínicos Gerais/educação , Clínicos Gerais/estatística & dados numéricos , Conhecimentos, Atitudes e Prática em Saúde , Papillomaviridae , Adulto , Estudos Transversais , Educação Médica Continuada/métodos , Educação Profissionalizante/métodos , Educação Profissionalizante/organização & administração , Feminino , Humanos , Irlanda/epidemiologia , Masculino , Pessoa de Meia-Idade , Infecções por Papillomavirus/complicações , Infecções por Papillomavirus/terapia , Vacinas contra Papillomavirus/uso terapêutico , Aceitação pelo Paciente de Cuidados de Saúde , Atenção Primária à Saúde/estatística & dados numéricos , Inquéritos e Questionários , Neoplasias do Colo do Útero/prevenção & controle , Neoplasias do Colo do Útero/virologia , Vacinação/psicologia , Adulto Jovem
16.
J Contin Educ Nurs ; 49(10): 446-448, 2018 Oct 01.
Artigo em Inglês | MEDLINE | ID: mdl-30257025

RESUMO

Nursing professional development practitioners are frequently asked about program return on investment. A pre-postprogram self-assessment was developed for a Nurse Manager Certificate Program using the American Nurses Credentialing Center Nurse Executive Certification blueprint. The results identified knowledge and skill gaps, defined program outcomes, and helped determine return on investment. The results revealed improvement of knowledge, skill, and evidence for return on investment. J Contin Educ Nurs. 2018;49(10):446-448.


Assuntos
Certificação/normas , Credenciamento/normas , Educação Profissionalizante/organização & administração , Enfermeiras Administradoras/educação , Enfermeiras Administradoras/normas , Recursos Humanos de Enfermagem no Hospital/educação , Recursos Humanos de Enfermagem no Hospital/normas , Adulto , Currículo , Educação Continuada em Enfermagem/organização & administração , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa em Avaliação de Enfermagem , Desenvolvimento de Programas , Estados Unidos
18.
Matern Child Health J ; 22(10): 1377-1383, 2018 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-30006731

RESUMO

Purpose The current healthcare system requires Maternal and Child Health (MCH) professionals with strong interdisciplinary leadership competence. MCH training programs utilize a conceptual framework for leadership and 12 validated MCH Leadership Competencies. Examining Trainee Perceived Leadership Competence (TPLC) through the competencies has the potential to inform our understanding of leadership development. Description Five cohorts of NH-ME leadership education in neurodevelopmental disabilities trainees (n = 102) completed the MCH Leadership Competencies Self-Assessment at three time points. Paired-sample t tests examined TPLC scores. A one-way analysis of variance tested for statistically significant differences in mean difference scores. A General Linear Model was used to examine the extent to which TPLC scores changed when controlling for specific variables. Assessment Statistically significant differences in mean scores between Time 1 and Time 3 were found. Cohen's d effect sizes fell in the moderate range. A one-way ANOVA demonstrated significant differences between groups in the spheres of self and others. TPLC mean scores between Time 1 and Time 3 in the sphere of wider community had the highest increases in four out of five cohorts. Age, discipline, experience, and relationship to disability did not contribute to the model. Conclusion On average, cohorts began the year with very different evaluations of their leadership competence but finished the year with similar scores. This suggests participation in the NH-ME LEND Program consistently supported the development of leadership self-identity. Small sample sizes limit the ability to draw definitive conclusions from these results. Further study with a larger sample may reveal relationships between cohort characteristics and change scores.


Assuntos
Deficiências do Desenvolvimento/terapia , Pessoal de Saúde/educação , Estudos Interdisciplinares , Liderança , Centros de Saúde Materno-Infantil/organização & administração , Competência Profissional , Autoeficácia , Adulto , Deficiências do Desenvolvimento/diagnóstico , Educação Profissionalizante/organização & administração , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Saúde Pública/educação
19.
Matern Child Health J ; 22(11): 1563-1567, 2018 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-29936655

RESUMO

Purpose Home visiting programs have produced inconsistent outcomes. One challenge for the field is the design and implementation of effective training to support home visiting staff. In part due to a lack of formal training, most home visitors need to develop the majority of their skills on the job. Home visitors typically receive training in their agency's specific model (e.g., HFA, NFP) and, if applicable, curriculum. Increasingly, states and other home visiting systems are developing and/or coordinating more extensive training and support systems beyond model-specific and curricula trainings. To help guide these training efforts and future evaluations of them, this paper reviews research on effective training, particularly principles of training transfer and adult learning. Description Our review summarizes several meta-analyses, reviews, and more recent publications on training transfer and adult learning principles. Assessment Effective training involves not only the introduction and modeling of concepts and skills but also the practice of, evaluation of, and reflection upon these skills. Further, ongoing encouragement of, reward for, and reflection upon use of these skills, particularly by a home visitor's supervisor, are critical for the home visitor's continued use of these skills with families. Conclusion Application of principles of adult learning and training transfer to home visiting training will likely lead to greater transfer of skills from the training environment to work with families. The involvement of both home visitors and their supervisors in training is likely important for this transfer to occur.


Assuntos
Enfermagem em Saúde Comunitária/normas , Educação Profissionalizante/organização & administração , Visita Domiciliar , Capacitação em Serviço , Competência Profissional , Adulto , Feminino , Humanos , Masculino
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA