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1.
Adv Physiol Educ ; 45(4): 670-678, 2021 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-34498940

RESUMO

The COVID-19 pandemic forced teaching to be shifted to an online platform. Since the flipped teaching (FT) model has been shown to engage students through active learning strategies and adapt both synchronous and asynchronous components, it was a convenient choice for educators familiar with this instructional method. This study tested the effectiveness of a virtual FT method during the pandemic in a graduate-level physiology course. Besides assessing knowledge gained in the virtual FT format, student surveys were used to measure student perception of their adjustment to the new FT format, their confidence in completing the course successfully, and the usefulness of assessments and assignments in the remote FT. Students reported that they adjusted well to the remote FT method (P < 0.001), and their confidence in completing the course in this teaching mode successfully improved from the beginning to the end of the semester (P < 0.05). Students expressed a positive response to the synchronous computerized exams (90.32%) and the formative group (93.51%) and individual (80.65%) assessments. Both collaborative activities (93.55%) and in-class discussions (96.77%) were found to be effective. The course evaluations and the overall semester scores were comparable to the previous semesters of face-to-face FT. Overall, students' perceptions and performance suggested that they embraced the virtual FT method and the tested teaching method maintained the same strong outcome as before. Thus, this study presents a promising new instructional method in the teaching of future physiology courses.


Assuntos
COVID-19 , Pandemias , Educação de Pós-Graduação , Humanos , Aprendizagem Baseada em Problemas , SARS-CoV-2 , Ensino
2.
Edumecentro ; 13(3): 22-41, jul.-sept. 2021. tab, graf
Artigo em Espanhol | LILACS | ID: biblio-1278987

RESUMO

RESUMEN Fundamento: el Sistema Nacional de Salud cubano tiene la necesidad, la voluntad política y los instrumentos legales para incrementar la exigencia en la formación y superación de sus recursos humanos. Objetivo: diseñar una estrategia de superación profesional para el mejoramiento del desempeño del especialista en Medicina General Integral en la atención médica integral a la salud del trabajador. Métodos: se realizó un estudio de tipo cuasiexperimento en el municipio de Santa Clara, provincia de Villa Clara, en el período comprendido enero-mayo de 2019. Se utilizaron métodos teóricos: histórico-lógico, analítico-sintético, inducción-deducción, sistémico- estructural-funcional y modelación; empíricos: análisis documental, prueba de desempeño, consulta a expertos y encuesta de satisfacción; y estadísticos. Resultados: el análisis documental evidenció la ausencia en los planes de superación de actividades que aborden como contenido la salud ocupacional, dirigido a los especialistas en Medicina General Integral. La nota promedio de la prueba de desempeño antes de aplicar la estrategia fue de 59,62 puntos y posterior a su ejecución 74,54 puntos, lo cual posibilitó a los expertos medir la validez teórica de la propuesta y su pertinencia. Conclusiones: la estrategia de superación profesional para la atención médica integral a la salud del trabajador permitió resolver problemas de la práctica del médico de familia, al producir cambios en las acciones integrales de salud y aminorar las contradicciones entre el estado actual y el deseado del desempeño.


ABSTRACT Background: the Cuban National Health System has the need, the political will and the legal instruments to increase the demand in the training and improvement of its human resources. Objective: to design a professional improvement strategy to improve the performance of the specialist in Comprehensive General Medicine in comprehensive medical care for the health of the worker. Methods: a quasi-experiment study type was carried out in the municipality of Santa Clara, Villa Clara province, from January to May 2019. Theoretical methods were used: historical-logical, analytical-synthetic, induction-deduction, systemic- structural-functional and modeling; empirical ones: documentary analysis, performance test, expert consultation and satisfaction survey; and statistics. Results: the documentary analysis showed the absence in the plans for overcoming activities that address occupational health as content, aimed at specialists in Comprehensive General Medicine. The average score of the performance test before applying the strategy was 59.62 points and after its execution 74.54 points, which allowed the experts to measure the theoretical validity of the proposal and its relevance. Conclusions: the professional improvement strategy for comprehensive medical care for health worker's allowed solving problems of GPs practice, by producing changes in the comprehensive health actions and reducing the contradictions between the current and desired state of performance.


Assuntos
Estratégias de Saúde , Educação Continuada , Educação de Pós-Graduação , Capacitação em Serviço
5.
BMC Public Health ; 21(1): 1057, 2021 06 03.
Artigo em Inglês | MEDLINE | ID: mdl-34082751

RESUMO

BACKGROUND: The Doctor of Public Health (DrPH) degree is an advanced and terminal professional degree that prepares the future workforce to engage in public health research, teaching, practice, and leadership. The purpose of the present research was to discuss the desirable future direction and optimal education strategies for the DrPH degree in the United States. METHODS: A total of 28 Council on Education for Public Health (CEPH)-accredited DrPH programs in the United States was identified through the Association of Schools and Programs of Public Health (ASPPH) Academic Program Finder. Then, a qualitative analysis was conducted to obtain perspectives from a total of 20 DrPH program directors through in-depth interviews. RESULTS: A DrPH program should be recognized as equal but different from an MPH or a PhD program and strengthen the curriculum of methodology and leadership education. It is important that a DrPH program establishes specific partnerships with other entities and provide funding for students. In addition, rather than being standardized nationwide, there is value in each DrPH program maintaining its unique character and enabling students to be open to all career pathways. CONCLUSIONS: The future of DrPH programs in the twenty-first century should aim at effective interdisciplinary public health approaches that draw from the best of both academic and applied sectors. A DrPH program is expected to provide academic, applied public health, and leadership training for students to pursue careers in either academia or the public/private sector, because public health is an applied social science that bridges the gap between research and practice.


Assuntos
Educação Profissional em Saúde Pública , Faculdades de Saúde Pública , Currículo , Educação de Pós-Graduação , Educação em Saúde , Humanos , Saúde Pública/educação , Estados Unidos
6.
Aquichan ; 21(2): e2124, jun. 25, 2021.
Artigo em Inglês | LILACS, BDENF - Enfermagem, COLNAL | ID: biblio-1283789

RESUMO

This paper aims to consider the responsibilities of doctoral nurses to lead changes in practice through a very personal reflection of over 52 years in nursing. The reflective learning moves from an early training experience where I learned to 'do' to becoming a nursing professor with a doctoral qualification and an 'evidence-based doer.' The change witnessed has been considerable. As the highest educated professional, I have learned that doctoral nurses are responsible for leading and directly influencing clinical practice, either as a practitioner, an educator, or a researcher. They are capable of encouraging the development of critical thinking skills and helping practitioners to be curious, take risks with ideas, identify gaps in the evidence base, and be creative in their problem-solving. If the strategic vision for nurses globally is to provide the best quality of patient care, then evidence-based practice is key to leading from the head, hand, and heart. Doctoral nurses understand the patient benefits of a high staff-to-patient ratio and having a critical mass of university qualified nurses and must strive to influence policy to this effect. As each country, particularly in Latin America, develops a critical mass of doctorally qualified nurses, then they can harness their innovation, create new ways of working, attract them back into practice, and strengthen their political voice to lead strategic change. Doctoral nurses must develop their leadership skills and their confidence to lead. They have a responsibility to realise their potential and identify the opportunities to really make a difference.


El presente artículo tiene como objetivo considerar las responsabilidades de las enfermeras con doctorado de liderar cambios en la práctica a través de una reflexión muy personal de mis más de 52 años de experiencia en enfermería. El aprendizaje reflexivo transita de una experiencia de formación temprana en la que aprendí a "hacer" a convertirme en una profesora de enfermería con un título de doctorado y en una enfermera que actúa "con base en la evidencia". El cambio que he observado ha sido enorme. Como profesional con el más alto nivel educativo, he aprendido que las enfermeras con doctorado son responsables de liderar e influir directamente en la práctica clínica, ya sea como practicantes, educadoras o investigadoras, pues son capaces de fomentar el desarrollo de habilidades de pensamiento crítico y de ayudar a las practicantes a ser curiosas, a tomar riesgos en las ideas, a identificar lagunas en la evidencia y a ser creativas en la resolución de problemas. Si la visión estratégica de las enfermeras a nivel mundial es brindar la mejor calidad de atención al paciente, entonces la práctica basada en la evidencia es clave para liderar desde la cabeza, la mano y el corazón. Las enfermeras con doctorado comprenden los beneficios de contar tanto con una alta proporción de personal por paciente como con una masa crítica de enfermeras con título universitario y, por lo tanto, deben esforzarse por influir en las políticas para este fin. A medida que cada país, en particular en América Latina, desarrolla una masa crítica de enfermeras con doctorado, puede aprovechar su innovación, crear nuevas formas de trabajo, atraerlas nuevamente a la práctica y fortalecer su voz política para liderar el cambio estratégico. Las enfermeras con doctorado deben desarrollar sus habilidades de liderazgo y su confianza para liderar, puesto que tienen la responsabilidad de desarrollar su potencial e identificar las oportunidades para marcar la diferencia.


O objetivo deste artigo é identificar as responsabilidades das enfermeiras com doutorado de liderar mudanças na prática por meio de uma reflexão pessoal com base nos meus 52 anos de experiência em enfermagem. A aprendizagem reflexiva transita de uma experiência de formação precoce na qual aprendi a "fazer", a me tornar uma professora de enfermagem com título de doutorado e uma enfermeira que atua com base na evidência. A mudança que venho observando é enorme. Como profissional com mais alto nível educacional, aprendi que as enfermeiras com doutorado são as responsáveis por liderar e influenciar diretamente a prática clínica, seja como profissionais da saúde, seja como educadoras ou pesquisadoras, pois são capazes de fomentar o desenvolvimento de habilidades de pensamento crítico e de ajudar as profissionais da saúde a serem curiosas, a correr riscos com suas ideias, a identificar lacunas na evidência e a buscar solução de problemas. Se a visão estratégica das enfermeiras no âmbito mundial é oferecer melhor qualidade de atenção ao paciente, então a prática baseada na evidência é fundamental para liderar a partir da cabeça, da mão e do coração. As enfermeiras com doutorado compreendem os benefícios de contar tanto com uma alta proporção de pessoal por paciente quanto com um corpus crítico de enfermeiras com título universitário e, portanto, devem se esforçar por influenciar as políticas para esse objetivo. À medida que cada país, em particular na América Latina, desenvolve um corpus crítico de enfermeiras com doutorado, pode aproveitar sua inovação, criar formas de trabalho, atraí-las novamente para a prática e fortalecer sua voz política para liderar a mudança estratégia. As enfermeiras doutoras devem desenvolver suas habilidades de lideranças e sua confiança para liderar, visto que têm a responsabilidade de desenvolver seu potencial e identificar as oportunidades para fazer a diferença.


Assuntos
Educação de Pós-Graduação , Educação em Enfermagem , Prática Clínica Baseada em Evidências , Liderança , Profissionais de Enfermagem , Enfermagem Prática , Enfermagem
7.
BMC Med Educ ; 21(1): 294, 2021 May 22.
Artigo em Inglês | MEDLINE | ID: mdl-34022871

RESUMO

BACKGROUND: It remains unclear to what extent the SARS-CoV-2/COVID-19 pandemic disrupted the normal progression of biomedical and medical science graduate programs and if there was a lasting impact on the quality and quantity of supervision of PhD-students. To date, multiple editorials and commentaries indicate the severity of the disruption without providing sufficient evidence with quantifiable data. METHODS: An online survey was submitted to the administrative offices of biomedical and medical PhD-programs at eight major universities in Sweden to gauge the impact of the pandemic on the students. It consisted of multiple-choice and open-ended questions where students could provide examples of positive and/or negative supervision strategies. Open answered questions were coded as either examples of positive or negative support. RESULTS: PhD students were divided into two groups: those with improved or unchanged supervision during the pandemic (group 1, n = 185), versus those whose supervision worsened (group 2, n = 69). Group 1 received more help from supervisors and more frequent supervision via both online and alternative platforms (email/messages and telephone). There was no significant difference in educational-stage, gender or caretaking responsibilities between the groups. CONCLUSIONS: It is important for the scientific community to learn how to provide the best possible supervision for PhD students during the pandemic. Our data suggests that more frequent supervision, and using a diverse array of meeting platforms is helpful. In addition, it is important for the students to feel that they have their supervisor's emotional support. Several students also expressed that they would benefit from an extension of their PhD programs due to delays caused by the pandemic.


Assuntos
COVID-19 , Pandemias , Estudos Transversais , Educação de Pós-Graduação , Humanos , SARS-CoV-2 , Estudantes , Suécia/epidemiologia
10.
J Dent Educ ; 85(8): 1340-1348, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-33844285

RESUMO

PURPOSE/OBJECTIVES: There is little research regarding dental hygiene faculty perspectives on advising graduate students through the thesis process. This study explored dental hygiene faculty's experiences when advising DH graduate students through the thesis process and understanding their perspectives on the factors impacting completion of the thesis. METHODS: This qualitative phenomenological research study utilized virtual focus groups with a purposive sample of graduate DH thesis advisors (n = 18) from institutions with a thesis-based Master of Science degree. A deductive analysis method was implemented based on six main topics (advisor's roles, advisor expectations of advisee, advisee challenges, student support strategies, institutional polices and resources, and academic workload and benefits of the advisor role) in the literature using qualitative analysis software. RESULTS: Main emergent themes included being a co-investigator and supervisor of the advisee research process; expectations of advisee to respect the advisor's time and effort; expectation advisee understand the demands of a thesis; advisees challenges included self-doubt and balancing of responsibilities; need to develop the advisor/advisee relationship and trust with advisee; and university policies and the availability of resources impact on the thesis completion. CONCLUSION: Dental Hygiene thesis advisors reported incorporation of many strategies to execute their role. The thesis process is unique to every student; however, the advisor's comprehensive problem-solving skills and the student's perseverance collectively facilitate the completion of the thesis. Institutional policies, other resources, and the increase in workload are potential barriers for Dental Hygiene thesis advisors and require advocating on behalf of their advisee for on-time thesis completion.


Assuntos
Educação de Pós-Graduação , Higiene Bucal , Higienistas Dentários , Docentes , Grupos Focais , Humanos , Estudantes
14.
J Anim Sci ; 99(5)2021 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-33738494

RESUMO

Statistical analysis of data and understanding of experimental design are critical skills needed by animal science graduate students (ASGS). These skills are even more valuable with the increased development of high-throughput technologies. The objective of this study was to evaluate the perceived statistical training of U.S. ASGS. A survey with 38 questions was shared across U.S. universities, and 416 eligible ASGS from 43 universities participated in this study. The survey included questions on the demographics and overall training, graduate education on statistics, and self-assessment on statistics and career path of ASGS. Several analyses were performed: relationship between perceived received education (PRE; i.e., how ASGS evaluated their graduate education in statistics) and perceived knowledge (PK; i.e., how ASGS evaluated their knowledge in statistics from their education); ranking of statistical topics based on PRE, PK, and confidence in performing statistical analyses (CPSA); cluster analysis of statistical topics for PRE, PK, and CPSA; and factors (demographic, overall training, interest in statistics, and field of study) associated with the overall scores (OS) for PRE, PK, and CPSA. Students had greater (P < 0.05) PRE than PK for most of the statistical topics included in this study. The moderate to high repeatability of answers within statistical topics indicates substantial correlations in ASGS answers between PRE and PK. The cluster analysis resulted in distinct groups of "Traditional" and "Nontraditional" statistical topics. ASGS showed lower (P < 0.05) scores of PRE, PK, and CPSA in "Nontraditional" compared with "Traditional" statistical methods. Several factors were associated (P < 0.05) with the OS of PRE, PK, and CSPA. In general, factors related to greater training and interest in statistics of ASGS were associated with greater OS, such as taking more credits in statistics courses, having additional training in statistics outside the classroom, knowing more than one statistics software, and more. This study provided comprehensive information on the perceived level of education, knowledge, and confidence in statistics in ASGS in the United States. Although objective measurements of their training in statistics are needed, the current study suggests that ASGS have limited statistical training on topics of major importance for the current and future trends of data-driven research in animal sciences.


Assuntos
Currículo , Educação de Pós-Graduação , Animais , Humanos , Estudantes , Inquéritos e Questionários , Estados Unidos , Universidades
16.
PLoS One ; 16(3): e0247587, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33647012

RESUMO

Annual recruitment data of new graduates are manually analyzed by human resources (HR) specialists in industries, which signifies the need to evaluate the recruitment strategy of HR specialists. Different job seekers send applications to companies every year. The relationships between applicants' attributes (e.g., English skill or academic credentials) can be used to analyze the changes in recruitment trends across multiple years. However, most attributes are unnormalized and thus require thorough preprocessing. Such unnormalized data hinder effective comparison of the relationship between applicants in the early stage of data analysis. Thus, a visual exploration system is highly needed to gain insight from the overview of the relationship among applicant qualifications across multiple years. In this study, we propose the Polarizing Attributes for Network Analysis of Correlation on Entities Association (Panacea) visualization system. The proposed system integrates a time-varying graph model and dynamic graph visualization for heterogeneous tabular data. Using this system, HR specialists can interactively inspect the relationships between two attributes of prospective employees across multiple years. Further, we demonstrate the usability of Panacea with representative examples for finding hidden trends in real-world datasets, and we discuss feedback from HR specialists obtained throughout Panacea's development. The proposed Panacea system enables HR specialists to visually explore the annual recruitment of new graduates.


Assuntos
Visualização de Dados , Candidatura a Emprego , Seleção de Pessoal/tendências , Especialização , Recursos Humanos/organização & administração , Educação de Pós-Graduação , Humanos , Japão , Universidades
17.
Santo Domingo; OPS; 2021-03-22. (OPS/DOM/21-0001).
Não convencional em Espanhol | PAHO-IRIS | ID: phr2-53358

RESUMO

[Introducción]. En el 2019, la Organización Panamericana de la Salud (OPS) apoyó la elaboración de un protocolo de investigación sobre las residencias médicas del servicio de salud del país, con el propósito de apoyar al Ministerio de Salud para analizar la situación de las residencias médicas en sus aspectos de políticas, planificación, gestión y educación. En cada uno de estos se identificaron los temas relevantes a ser estudiados, algunos resultados de estudios anteriores que fueron tomados como documentación disponible y valiosa, preocupaciones e hipótesis expresadas por el propio Ministerio y por grupos de expertos que durante muchos años han estado involucrados en el análisis y los procesos educativos de las residencias médicas del país. Este documento es el resultado final de esa evaluación, y contiene conclusiones y una serie de recomendaciones para la reflexión y el cambio.


Assuntos
Recursos Humanos , Educação de Pós-Graduação , Educação de Pós-Graduação em Medicina , República Dominicana
20.
CBE Life Sci Educ ; 20(2): ar16, 2021 06.
Artigo em Inglês | MEDLINE | ID: mdl-33734869

RESUMO

Effective mentoring promotes the development and success of graduate students. Yet mentoring, like other relationships, can have negative elements. Little knowledge exists about the problematic mentoring that graduate students experience despite its potentially detrimental impacts. To begin to address this gap, we conducted an exploratory interview study to define and characterize negative mentoring experiences of 40 life science doctoral students. Students attributed their negative mentoring experiences to interacting factors at multiple levels-from interpersonal differences and poor relationship quality to issues at the research group, departmental, organizational, and discipline levels-all of which they perceived as harmful to their development. We found that doctoral students experienced forms of negative mentoring similar to those reported in workplace and undergraduate research settings, but they also experienced negative mentoring that was unique to academic research and their stage of development. Our results are useful to mentors for reflecting on ways their behaviors might be perceived, to mentees for avoiding situations that might be conducive to negative mentoring, and to programs and institutions for improving structures and processes to prevent negative mentoring. Our findings also serve as a foundation for future research on the prevalence and impacts of negative mentoring experiences in graduate education.


Assuntos
Tutoria , Mentores , Educação de Pós-Graduação , Humanos , Relações Interpessoais , Estudantes
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