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1.
PLoS One ; 15(9): e0238518, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32870930

RESUMO

Changing institutional culture to be more diverse and inclusive within the biomedical academic community is difficult for many reasons. Herein we present evidence that a collaborative model involving multiple institutions of higher education can initiate and execute individual institutional change directed at enhancing diversity and inclusion at the postdoctoral researcher (postdoc) and junior faculty level by implementing evidence-based mentoring practices. A higher education consortium, the Big Ten Academic Alliance, invited individual member institutions to send participants to one of two types of annual mentor training: 1) "Mentoring-Up" training for postdocs, a majority of whom were from underrepresented groups; 2) Mentor Facilitator training-a train-the-trainer model-for faculty and senior leadership. From 2016 to 2019, 102 postdocs and 160 senior faculty and administrative leaders participated. Postdocs reported improvements in their mentoring proficiency (87%) and improved relationships with their PIs (71%). 29% of postdoc respondents transitioned to faculty positions, and 85% of these were underrepresented and 75% were female. 59 out of the 120 faculty and administrators (49%) trained in the first three years provided mentor training on their campuses to over 3000 undergraduate and graduate students, postdocs and faculty within the project period. We conclude that early stage biomedical professionals as well as individual institutions of higher education benefited significantly from this collaborative mentee/mentor training model.


Assuntos
Mobilidade Ocupacional , Tutoria , Mentores , Pesquisadores , Pesquisa Biomédica/educação , Diversidade Cultural , Feminino , Humanos , Masculino , Tutoria/métodos , Mentores/educação , Pesquisadores/educação , Estudantes
2.
PLoS One ; 15(6): e0234322, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32502180

RESUMO

INTRODUCTION: An acute shortage of senior mentors saw the Palliative Medicine Initiative (PMI) combine its novice mentoring program with electronic and peer mentoring to overcome insufficient mentoring support of medical students and junior doctors by senior clinicians. A three-phased evaluation was carried out to evaluate mentees' experiences within the new CNEP mentoring program. METHODS: Phase 1 saw use of a Delphi process to create a content-valid questionnaire from data drawn from 9 systematic reviews of key aspects of novice mentoring. In Phase 2 Cognitive Interviews were used to evaluate the tool. The tool was then piloted amongst mentees in the CNEP program. Phase 3 compared mentee's experiences in the CNEP program with those from the PMI's novice mentoring program. RESULTS: Thematic analysis of open-ended responses revealed three themes-the CNEP mentoring process, its benefits and challenges that expound on the descriptive statistical analysis of specific close-ended and Likert scale responses of the survey. The results show mentee experiences in the PMI's novice mentoring program and the CNEP program to be similar and that the addition of near peer and e-mentoring processes enhance communications and support of mentees. CONCLUSION: CNEP mentoring is an evolved form of novice mentoring built on a consistent mentoring approach supported by an effective host organization. The host organization marshals assessment, support and oversight of the program and allows flexibility within the approach to meet the particular needs of mentees, mentors and senior mentors. Whilst near-peer mentors and e-mentoring can make up for the lack of senior mentor availability, their effectiveness hinges upon a common mentoring approach. To better support the CNEP program deeper understanding of the mentoring dynamics, policing and mentor and mentee training processes are required. The CNEP mentoring tool too needs to be validated.


Assuntos
Educação Médica/métodos , Tutoria/métodos , Mentores/educação , Adulto , Comunicação , Feminino , Humanos , Relações Interprofissionais , Masculino , Corpo Clínico Hospitalar , Tutoria/organização & administração , Mentores/psicologia , Medicina Paliativa , Avaliação de Programas e Projetos de Saúde , Singapura , Estudantes de Medicina , Inquéritos e Questionários , Adulto Jovem
3.
J Strength Cond Res ; 34(7): 1894-1902, 2020 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-32379242

RESUMO

Shurley, JP, Ednie, AJ, and Rudebeck, TJ. Strength and conditioning practices of head coaches of male and female interscholastic sport teams. J Strength Cond Res 34(7): 1894-1902, 2020-In a 1989 position paper, the National Strength and Conditioning Association (NSCA) recommended that male and female athletes be trained in a similar manner with regard to modalities and program design. To determine whether that recommendation is being followed, this study examined training practices of coaches of male and female athletes at the interscholastic level. Electronic surveys regarding strength training practices were distributed to head coaches of boys' football, basketball, soccer, and baseball and girls' volleyball, basketball, soccer, and softball in the states of Texas and Wisconsin. Overall, 85% of coaches (n = 85) reported that they require their athletes to strength train. There was no difference in whether strength training was required based on athlete sex (X = 0.16, df = 1, p = 0.69) or the sex of the coach (X = 0.63, df = 1, p = 0.43). The majority (67%) of teams strength trained once weekly during the season and 21% trained twice weekly. In the off-season, only 12% of teams trained once weekly, whereas 44% of teams strength trained 2 times per week and 29% 3 times weekly. The most common types of lift performed for both sexes were "bodyweight exercises," followed by "dumbbell presses," bench press, back squats, and front squats. Both female and male athletes trained most commonly at 4-8 repetition and 9-12 repetition ranges. In contrast to previous studies and in accordance with the NSCA recommendation, it seems that the high school coaches surveyed in this work largely train male and female athletes in a similar fashion with regard to training frequency, intensity, and modalities.


Assuntos
Fidelidade a Diretrizes/estatística & dados numéricos , Mentores/estatística & dados numéricos , Treinamento de Resistência/métodos , Treinamento de Resistência/normas , Esportes , Feminino , Guias como Assunto , Humanos , Masculino , Mentores/educação , Instituições Acadêmicas , Fatores Sexuais , Inquéritos e Questionários , Texas , Wisconsin
5.
Rev. Hosp. Ital. B. Aires (2004) ; 40(1): 39-42, mar. 2020.
Artigo em Espanhol | LILACS | ID: biblio-1102378

RESUMO

Un equipo investigador liderado por el primer autor de este artículo propuso traducir al español, adaptar transculturalmente y validar un cuestionario para evaluar la competencia de quienes ejercen mentoría en investigación. Dado que no se trataba de una investigación clínica, en un principio, el equipo investigador le restó importancia a la deliberación ética, asumiendo que este tipo de investigación podría estar exceptuada de ser evaluada por un Comité Independiente de Ética. Sin embargo, luego de revisar la bibliografía especializada y de varias sesiones de discusión con expertos en ética de la investigación, la opinión del equipo fue cambiando. Este artículo pretende compartir esta experiencia deliberativa con todo equipo involucrado en investigaciones en educación. (AU)


A research team led by the first author of this article proposed to translate into Spanish, adapt cross-culturally and validate a questionnaire to assess the competence of those who do research mentoring. Since it was not a clinical investigation, initially, the research team downplayed ethical deliberation, assuming that this type of research could be exempted from being evaluated by an Independent Ethics Committee. However, after reviewing the specialized literature and several discussion sessions with experts in research ethics, the opinion of the team changed. This article aims to share this deliberative experience with any team involved in education research. (AU)


Assuntos
Humanos , Mentores/educação , Ética em Pesquisa/educação , Educação/ética , Valores Sociais , Traduções , Inquéritos e Questionários , Barreiras de Comunicação , Confidencialidade/ética , Fatores Culturais , Termos de Consentimento , Projetos , Comunicação e Divulgação Científica , Relatório de Pesquisa , Consentimento Livre e Esclarecido/ética
6.
J Nurses Prof Dev ; 36(2): 111-113, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32106211

RESUMO

Precepting is a demanding but important role for successful onboarding in healthcare institutions. However, preceptors face many challenges, including inconsistent formal training, selection, and evaluation. One health system took a unique approach to this challenge by developing a transition to practice preceptor program through the institution's professional governance culture. Program components include clearly outlined selection criteria, formal initial preparation, competency verification, resources, and recognition for preceptors.


Assuntos
Competência Clínica/normas , Mentores/educação , Preceptoria/normas , Desenvolvimento de Programas , Desenvolvimento de Pessoal/organização & administração , Humanos , Preceptoria/organização & administração , Avaliação de Programas e Projetos de Saúde
7.
BMC Med Educ ; 20(1): 9, 2020 Jan 08.
Artigo em Inglês | MEDLINE | ID: mdl-31914989

RESUMO

BACKGROUND: To develop effective and sustainable simulation training programs in low-resource settings, it is critical that facilitators are thoroughly trained in debriefing, a critical component of simulation learning. However, large knowledge gaps exist regarding the best way to train and evaluate debrief facilitators in low-resource settings. METHODS: Using a mixed methods approach, this study explored the feasibility of evaluating the debriefing skills of nurse mentors in Bihar, India. Videos of obstetric and neonatal post-simulation debriefs were assessed using two known tools: the Center for Advanced Pediatric and Perinatal Education (CAPE) tool and Debriefing Assessment for Simulation in Healthcare (DASH). Video data was used to evaluate interrater reliability and changes in debriefing performance over time. Additionally, twenty semi-structured interviews with nurse mentors explored perceived barriers and enablers of debriefing in Bihar. RESULTS: A total of 73 debriefing videos, averaging 18 min each, were analyzed by two raters. The CAPE tool demonstrated higher interrater reliability than the DASH; 13 of 16 CAPE indicators and two of six DASH indicators were judged reliable (ICC > 0.6 or kappa > 0.40). All indicators remained stable or improved over time. The number of 'instructors questions,' the amount of 'trainee responses,' and the ability to 'organize the debrief' improved significantly over time (p < 0.01, p < 0.01, p = 0.04). Barriers included fear of making mistakes, time constraints, and technical challenges. Enablers included creating a safe learning environment, using contextually appropriate debriefing strategies, and team building. Overall, nurse mentors believed that debriefing was a vital aspect of simulation-based training. CONCLUSION: Simulation debriefing and evaluation was feasible among nurse mentors in Bihar. Results demonstrated that the CAPE demonstrated higher interrater reliability than the DASH and that nurse mentors were able to maintain or improve their debriefing skills overtime. Further, debriefing was considered to be critical to the success of the simulation training. However, fear of making mistakes and logistical challenges must be addressed to maximize learning. Teamwork, adaptability, and building a safe learning environment enhanced the quality enhanced the quality of simulation-based training, which could ultimately help to improve maternal and neonatal health outcomes in Bihar.


Assuntos
Competência Clínica , Mentores/educação , Enfermagem Neonatal/educação , Enfermagem Obstétrica/educação , Treinamento por Simulação , Comunicação , Estudos de Viabilidade , Humanos , Índia , Reprodutibilidade dos Testes
8.
Rev. Rol enferm ; 43(1,supl): 226-236, ene. 2020. graf
Artigo em Inglês | IBECS | ID: ibc-193313

RESUMO

Introduction: Mentoring programs, developed in a close relationship with students, allow for a better academic adaptation, promote the development of emotional and social competencies, and expand the network of academic and professional relationships. Aims: Characterize the emotional experiences of nursing students and understand the importance of mentoring in the process of integrating them in a Lisbon School. Methods: This is a cross-sectional, descriptive and correlational study, with a mixed approach. The emotional competencies survey was applied to 238 students, semi-structured interviews with 12 students and focus groups to 10 teachers. Results: Most students are female and attend the 1st and 2nd year. Female students are associated with a better perception and emotional expression. The student's adaptation to higher education is related to a greater ability to cope with emotions. Lastly, school performance influences the student's ability to manage emotions. As to the findings of the interviews, these revealed: precipitating factors of negative intensity emotional experiences; emotional experiences of negative intensity; emotional management strategies; And the function of mentoring in the development of emotional competence. In the focus groups we assessed that the teachers recognize the emotional experience faced by the students resulting from: events, experiences and academic difficulties that trigger emotions of negative load. The concept of mentoring and mentor are different, with requirements, diffi-culties and barriers to the implementation of the mentoring process. Conclusions: Mentoring is a process that influences both the coping of academic performance and the development of competence related to emotional management, acceptance and communication, which are fundamental for the nursing practice


No disponible


Assuntos
Humanos , Masculino , Feminino , Adulto Jovem , Adulto , Prática do Docente de Enfermagem/tendências , Educação em Enfermagem/organização & administração , Docentes de Enfermagem/tendências , Ajustamento Emocional , Mentores/educação , Estudantes de Enfermagem/estatística & dados numéricos , Estudos Transversais , Escolas de Enfermagem/organização & administração , Adaptação Psicológica/classificação
9.
Interv. psicosoc. (Internet) ; 29(1): 1-8, ene. 2020. ilus, tab
Artigo em Inglês | IBECS | ID: ibc-190380

RESUMO

Research in the United States has shown that youth mentoring is a promising strategy for increasing self-esteem and school connectedness in at-risk youth. There has been little confirmation of those findings internationally. The current study evaluates the impact of mentoring by trained university students on children's self-esteem and school connectedness compared to schoolmates not involved in the program. Mentor-UP is a school- and community-based weekly mentoring program implemented in northern Italy over a period of seven months. Participants (209 students - 34 in the experimental group and 175 in the comparison group - aged between 11 and 13, 56% male, 27% immigrants) reported their levels of self-esteem and school connectedness at the beginning and at the end of the program. Results showed a significant increase in mentees' self-esteem compared to the control group, while the difference in school-connectedness was nonsignificant. The findings support the effectiveness of Mentor-UP in nurturing youth's self-esteem


La investigación en EE. UU. ha demostrado que la mentoría juvenil es una estrategia prometedora para aumentar la autoestima y la conexión escolar en jóvenes en situación de riesgo. Sin embargo, ha habido escasa confirmación de estos hallazgos a nivel internacional. El estudio actual evalúa el impacto de la mentoría por parte de estudiantes universitarios capacitados en autoestima y conexión escolar de los niños en comparación con los compañeros de escuela que no participaron en el programa. Mentor-UP es un programa de mentoría semanal llevado a cabo en la escuela y la comunidad que se implementó en el norte de Italia durante un período de siete meses. Los participantes (209 estudiantes, 34 en el grupo experimental y 175 en el grupo de comparación de edades comprendidas entre 11 y 13 años, 56% hombres, 27% inmigrantes) informaron de su nivel de autoestima y conexión escolar al principio y al final del programa. Los resultados mostraron un aumento significativo en la autoestima de los niños mentorizados en comparación con el grupo de control, mientras que la diferencia en la conexión escolar no fue significativa. Los hallazgos respaldan la efectividad de Mentor-UP para fomentar la autoestima de los jóvenes


Assuntos
Humanos , Masculino , Feminino , Criança , Adolescente , Mentores/psicologia , Autoimagem , Mentores/educação , Adaptação Psicológica/fisiologia , Assunção de Riscos , Inquéritos e Questionários , Psicometria/métodos
10.
Am J Surg ; 219(2): 366-371, 2020 02.
Artigo em Inglês | MEDLINE | ID: mdl-31902525

RESUMO

BACKGROUND: Surgery residents complete their research training early in residency. Non-surgical trainees typically have research incorporated toward the last two years of their fellowship, conferring an advantage to apply for grants with recent research experience and preliminary data. METHODS: The NIH RePORTER database was queried for K08 awardees trained in medicine, pediatrics, and surgery from 2013 to 2017. 406 K08 recipients were identified and time from completion of clinical training to achieving a K08 award was measured. Data were compared using ANOVA and expressed as mean. P < 0.05 was considered significant. RESULTS: Surgeons took longer to obtain a K08 than those trained in internal medicine (surgery = 3.7 years, internal medicine = 2.58 years p < 0.0001)). All K08 recipients without a PhD took longer to obtain a K08 than recipients with a PhD (MD = 3.50 years and MD/PhD = 2.42 years (p=<0.0001). CONCLUSIONS: Surgeons take longer to achieve a K08 award than clinicians trained in internal medicine, possibly due to an inherent disadvantage in training structure.


Assuntos
Distinções e Prêmios , Mobilidade Ocupacional , Competência Clínica , Educação de Pós-Graduação em Medicina/organização & administração , Cirurgia Geral/educação , Mentores/educação , Logro , Pesquisa Biomédica , Escolha da Profissão , Bases de Dados Factuais , Feminino , Recursos em Saúde/economia , Humanos , Medicina Interna/educação , Masculino , Pediatria/educação , Medição de Risco , Fatores de Tempo , Estados Unidos
11.
Top Spinal Cord Inj Rehabil ; 25(4): 303-315, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31844382

RESUMO

Background: Community-based spinal cord injury (SCI) associations play a critical role in successful community integration of individuals having experienced an SCI, with knowledge translation being increasingly important for the process. The implementation of a new online peer-mentor training program was perceived as being useful in improving and standardizing training practices for peer mentors across Canada. It was also seen as an opportunity to explore the context, process, and influence of a formal implementation process in SCI community-based associations that are corporate members of SCI Canada with a view to informing future implementation efforts. Objectives: The objectives of this study were to (a) explore the context in which the implementation process will be conducted, (b) identify barriers and facilitators that influence the implementation process, and (c) measure the influence of the implementation process on service delivery. Methods: A sequential cross-sectional design was used with SCI Canada provincial member associations. SCI Canada's purpose is to support collaboration among provincial corporate members. SCI Canada enlisted the participation of several employees from the provincial associations to assess the implementation context using the Evidence-Based Practice Attitude Scale and the Organizational Readiness to Change Assessment and to identify barriers to and facilitators of the implementation of an evidence-based practice through an open-ended questionnaire based on the Consolidated Framework for Implementation Research. A pre-post design was used to evaluate the influence of the implementation process on peer-mentors using the Determinants of Implementation Behavior Questionnaire. Results: Participants reported an overall positive attitude toward evidence-based practice and a positive perception of the organizational readiness to change. The relevance of the practice chosen was a facilitator because peer support is central to the mission of SCI Canada and this type of practice is in line with the organization' culture and values. Equally important, but as an obstacle, is the scarcity of existing resources within the association in general and specifically resources devoted to the implementation of the program. Finally, the implementation process seems to influence half of the implementation determinant types on potential peer mentors. Conclusion: Community-based organizations, such as the provincial association members of SCI Canada, show positive context for the implementation of evidence-based practices. However, successful implementation of online peer-mentor training will require specific consideration of financial and human resources.


Assuntos
Educação , Mentores/educação , Grupo Associado , Avaliação de Programas e Projetos de Saúde/métodos , Traumatismos da Medula Espinal/reabilitação , Adulto , Idoso , Canadá , Instrução por Computador , Estudos Transversais , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Inquéritos e Questionários
13.
Med Educ Online ; 24(1): 1555435, 2019 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31671284

RESUMO

Effective mentoring enhances the personal and professional development of mentees and mentors, boosts the reputation of host organizations and improves patient outcomes. Much of this success hinges upon the mentor's ability to nurture personalized mentoring relationships and mentoring environments, provide effective feedback and render timely, responsive, appropriate, and personalized support. However, mentors are often untrained raising concerns about the quality and oversight of mentoring support.To promote effective and consistent use of mentor training in medical education, this scoping review asks what mentor training programs are available in undergraduate and postgraduate medicine and how they may inform the creation of an evidenced-based framework for mentor training.Six reviewers adopted Arksey and O'Malley's approach to scoping reviews to study prevailing mentor-training programs and guidelines in postgraduate education programs and in medical schools. The focus was on novice mentoring approaches. Six reviewers carried out independent searches with similar inclusion/exclusion criteria using PubMed, ERIC, EMBASE, SCOPUS, Google Scholar, and grey literature databases. Included were theses and book chapters published in English or had English translations published between 1 January 1990 and 31 December 2017. Braun and Clarke's approach to thematic analysis was adopted to circumnavigate mentoring's and mentor training's evolving, context-specific, goal-sensitive, learner-, tutor- and relationally dependent nature that prevents simple comparisons of mentor training across different settings and mentee and mentor populations.In total, 3585 abstracts were retrieved, 232 full-text articles were reviewed, 68 articles were included and four themes were identified including the structure, content, outcomes and evaluation of mentor training program.The themes identified provide the basis for an evidence-based, practice-guided framework for a longitudinal mentor training program in medicine and identifies the essential topics to be covered in mentor training programs.


Assuntos
Capacitação em Serviço/organização & administração , Mentores/educação , Faculdades de Medicina/organização & administração , Educação Médica/organização & administração , Humanos
14.
Pediatrics ; 144(2)2019 08.
Artigo em Inglês | MEDLINE | ID: mdl-31337695

RESUMO

OBJECTIVES: Our objective for this study was to explore the experiences of faculty in academic pediatrics who are underrepresented minorities (URMs) at 2 urban medical centers, in particular, the experiences that influenced their pursuit of academic pediatrics. METHODS: Three focus groups were conducted in 2016 with URM faculty from Howard University College of Medicine and Children's National Health System to explore how they were influenced to pursue academic pediatrics. Ten 1-on-1 interviews were also conducted in 2017 with URM faculty at Children's National Health System. Focus groups were coded and analyzed by the research team using standard qualitative methods. The 1-on-1 interviews were coded and analyzed by the primary investigator and verified by members of the research team. RESULTS: A total of 25 faculty participated in the study (15 in the focus groups and 10 in individual interviews). Eighteen of the faculty were women and 7 were men. Findings revealed that mentorship, family, and community influenced participants' career choices. Barriers for URMs in academic pediatrics included (1) lack of other URMs in leadership positions, (2) few URMs practicing academic pediatrics, and (3) the impact of racism and gender and implicit bias in the medical field. CONCLUSIONS: Mentorship and family are major influences on why URMs become academic pediatricians. Lack of URMs in leadership positions, racism, gender bias, and implicit bias are barriers for URMs in academic pediatrics. More research should be conducted on ways to enhance the experience of URMs and to reduce barriers in academia.


Assuntos
Escolha da Profissão , Docentes de Medicina/psicologia , Relações Familiares/psicologia , Mentores/psicologia , Grupos Minoritários/psicologia , Pediatria , Adulto , Idoso , Diversidade Cultural , Docentes de Medicina/educação , Feminino , Humanos , Masculino , Mentores/educação , Pessoa de Meia-Idade , Pediatria/educação
15.
Nurs Forum ; 54(4): 557-564, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31339178

RESUMO

New graduate nurse practitioner (NP) postgraduate support programs and interventions have proliferated, sparking controversy. The Institute of Medicine/National Academy of Medicine recommends residency programs for new graduate NPs; however, the NP community debates whether new graduate NPs need additional training and whether such training compromises patient access to care. This systematic review aimed to synthesize evidence regarding the effectiveness of interventions and strategies to promote the professional transition of new graduate NPs. Interventions identified in the current literature included fellowship programs and a webinar. Strategies included mentorship, experiential learning, interprofessional training, and professional socialization. The studies reviewed primarily evaluated NPs' perceptions of the interventions' effects on their professional transitions. The findings from this systematic review highlight challenges in evidencing postgraduate support programs. The small number of available studies underscores a critical problem for the NP community: additional evidence is needed to inform whether and how to support new graduate NPs as they transition to practice.


Assuntos
Profissionais de Enfermagem/educação , Educação de Pós-Graduação em Enfermagem/métodos , Humanos , Mentores/educação , Mentores/psicologia , Profissionais de Enfermagem/psicologia , Profissionais de Enfermagem/tendências , Autoeficácia , Estados Unidos , Desempenho Profissional
16.
Rev. Hosp. Ital. B. Aires (2004) ; 39(2): 55-59, jun. 2019. graf.
Artigo em Espanhol | LILACS | ID: biblio-1047950

RESUMO

En vista de la transformación que se está produciendo en la educación universitaria en general y en la educación para profesionales de la salud en particular, el Instituto Universitario del Hospital Italiano plantea un cambio curricular para la carrera de Medicina. Esto implica, una forma de cambio sociocultural profunda, que afecta los distintos aspectos de la vida institucional. Se propone dejar atrás, el "sistema flexneriano" de enseñanza, proponiendo el sistema Aprendizaje Basado en Problemas (ABP), sumado a talleres y laboratorios donde el conocimiento y las habilidades se irán adquiriendo con diferente grado de complejidad en forma espiralada. El Laboratorio de Práctica Profesional (LPP) es el espacio y el ambiente educacional donde ocurre la máxima integración, trabajando sobre todos los conocimientos necesarios para llevar adelante la actividad profesional correspondiente. En el primer módulo, el enfoque fue guiado, fundamentalmente, hacia lo comunicacional persiguiendo como objetivo que el alumno desarrolle habilidades que le permitan establecer una adecuada relación médico-paciente-familia, así como vínculos adecuados con el equipo de trabajo y la comunidad . Se evaluó el taller en sí mismo y a los tutores mediante encuestas a los estudiantes, y estos últimos a su vez fueron evaluados periódicamente por los tutores y al final del módulo con un examen escrito y un examen tipo evaluación clínica objetiva estructurada. Por lo trabajado creemos que el LPP, como estrategia de enseñanza, contribuye a la formación de habilidades complejas; el resultado de las evaluaciones y el feedback rsultan indispensables para establecer un plan de mejoras. (AU)


In view of the transformation that is taking place in university education in general and in education for health professionals in particular, it is that the University Institute of the Italian Hospital proposes a curricular change for the Medicine career. This implies a socio-cultural change that affects the different aspects of institutional life. It is proposed to leave behind the "Flexnerian system", proposing a system based on: Problem Based Learning, in addition to workshops and laboratories where knowledge and skills will be acquired with a different degree of complexity in spiral form. The Professional Practice Laboratory is the space and educational environment where maximum integration occurs, working on all the necessary knowledge to carry out the corresponding professional activity. In the first module the focus was guided, fundamentally, to the communicational pursuing as objective: that the student develops skills that allow him to establish an adequate doctor-patient-family relationship, as well as adequate links, with the work team and the community. The evaluation was carried out to workshop itself and to the tutors through students' quiz. The students were periodically evaluated by the tutors and at the end of the module with a written exam and a structured Objective Clinical Evaluation type test. For what we have worked to this moment, we believe that: The laboratory of professional practice, as a teaching strategy, contributes to the formation of complex skills; being the result of the evaluations and the feedback, fundamental to establish an improvement plan. (AU)


Assuntos
Humanos , Educação Baseada em Competências/métodos , Aprendizagem Baseada em Problemas/métodos , Educação Médica/métodos , Educação de Graduação em Medicina/métodos , Relações Médico-Paciente , Ensino/educação , Universidades/tendências , Mentores/educação , Características Culturais , Avaliação Educacional/métodos , Capacitação Profissional , Habilidades Sociais , Feedback Formativo , Capacitação de Professores/tendências , Hospitais Universitários/tendências
17.
J Sports Sci ; 37(18): 2086-2093, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31135293

RESUMO

It is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches' knowledge and day-to-day practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically related questioning, linked to coaches' participation in education. Overall, more change was evident in coaching knowledge than in practice behaviours, suggesting an absence of deep learning that bridged the knowledge-practice gap.


Assuntos
Conhecimento , Tutoria , Mentores/educação , Adulto , Feminino , Humanos , Entrevistas como Assunto , Masculino , Futebol , Adulto Jovem , Esportes Juvenis
19.
Acad Med ; 94(5): 630-633, 2019 05.
Artigo em Inglês | MEDLINE | ID: mdl-31026234

RESUMO

Mentorship is central to academic medicine and its missions, and it has long played a critical role in the training and career development of physicians and scientists. A growing body of literature has documented the positive impact of mentorship on various outcomes, including research productivity, academic promotion, faculty retention, and career satisfaction. These benefits span academic medical centers' missions and have the potential to enhance biomedical research, patient care, education, and faculty diversity and leadership.In this Invited Commentary, the authors argue that a dynamic culture of mentorship is essential to the success of academic medical centers and should be elevated to the level of a major strategic priority. This culture of mentorship would capitalize on an institution's intellectual resources and seek to develop leaders in biomedical discovery, patient care, and education. The bidirectional transmission of knowledge between mentors and mentees, through both formal programs and informal relationships, can foster the growth of faculty members needed to meet the complex challenges currently confronting medical schools and teaching hospitals.Developing a culture of mentorship requires a strong commitment by leaders at all levels to nurture the next generation of physicians and scientists as well as grassroots efforts by trainees and faculty to seek out and create mentorship opportunities. The authors conclude by outlining possible mechanisms and incentives for elevating mentorship to the level of a strategic priority to strengthen academic medical centers across their missions.


Assuntos
Centros Médicos Acadêmicos/organização & administração , Docentes de Medicina/educação , Docentes de Medicina/psicologia , Mentores/educação , Mentores/psicologia , Médicos/psicologia , Adulto , Feminino , Humanos , Relações Interprofissionais , Masculino , Pessoa de Meia-Idade , Cultura Organizacional
20.
J Nurs Manag ; 27(5): 1047-1054, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-30963649

RESUMO

AIM: To explore the effectiveness of a clinical reasoning teaching workshop (CRTW) in preceptors' teaching ability, self-efficacy of clinical reasoning teaching. BACKGROUND: Preceptors' teaching skills are crucial for training novice nurses. How to enhance preceptors' teaching ability is a pertinent concern in clinical practice. METHODS: This study comprised two stages. At stage I, we administered a pre- to post-test single group with 33 participants to investigate the changes in preceptors' knowledge and self-efficacy in clinical reasoning teaching after clinical reasoning teaching workshop. At stage II, a quasi-experimental design was adopted to assess the effectiveness of the clinical reasoning teaching workshop by comparing the preceptors' teaching ability by novice nurses. There were 22 nurses' preceptors who underwent the clinical reasoning teaching workshop and 70 nurses with preceptors who did not undergo clinical reasoning teaching workshop and matched with preceptors' age and working experience. RESULTS: After clinical reasoning teaching workshop, preceptors' knowledge and self-efficacy of clinical reasoning teaching ware increased significantly. Novice nurses (study group) scored their preceptors' teaching ability significantly higher than nurses' (control group). CONCLUSION: The clinical reasoning teaching workshop can enhance preceptors' teaching ability and confidence, thereby improving their teaching ability. IMPLICATIONS FOR NURSING MANAGEMENT: A well-designed workshop with appropriated teaching method can allow preceptors to learn effectiveness. Clinical reasoning teaching workshop can be used in the training of preceptors.


Assuntos
Educação/normas , Preceptoria/métodos , Ensino/educação , Adulto , Atitude do Pessoal de Saúde , Educação/estatística & dados numéricos , Feminino , Humanos , Masculino , Mentores/educação , Mentores/estatística & dados numéricos , Preceptoria/normas , Competência Profissional/normas , Pesquisa Qualitativa , Inquéritos e Questionários , Ensino/normas , Ensino/estatística & dados numéricos
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