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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

A validity and reliability study of the objective structured clinical examination /

Roberts, Kirsten Colleen. January 2007 (has links)
Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 92-97).
2

A self assessment study of procedural skills in medical officers at District Hospitals in Region B Gauteng Province South Africa

Erumeda, Neetha Joe 19 January 2012 (has links)
Background The role of district hospital doctors in South Africa includes providing effective and efficient primary health care and referral of patients to more specialist care when needed. The doctors who work in these district hospitals have varying levels of clinical and procedural skills. Much research has been done on this topic in rural areas of South Africa; however there is insufficient information on the skills of doctors in urban district hospitals. The aim of this study was therefore to conduct a self-assessment study of procedural skills of medical officers in three district hospitals in Region B, Gauteng Province, which is mostly an urban area. It is hoped that the results of this study can be used to influence the development of appropriate training programs which will capacitate Medical officers to function effectively within the district hospitals. Methodology The study was a descriptive cross sectional study of all the doctors in all the three district hospitals in the region during the period of October 2009-November 2009 using a self-administered questionnaire. Doctors assessed themselves on 71 procedures considered to be required at district hospital level. Results The results show that there was varying level of self-reported competence in procedural skills among doctors, ranging from some procedures being performed independently to some performed with support, and to some where there was even unfamiliarity with certain procedures. There was some association between perceived overall competence in procedural skills with factors such as age, gender and years of experience, but no association with place of under graduate study, discipline and Family Medicine training. There was statistically significant association between age and overall anaesthetic competence (p=0.03), gender and overall competence in surgery (p=0.03), orthopaedics (p=0.02), urology (p=0.005), years of experience and overall competence in dermatology skills (p=0.02). Junior doctors reported higher competence in anaesthesia, whilst male doctors reported higher competence in surgical, orthopaedic and urology procedures. The organizational and management structure of the hospital where the doctors are currently working was also identified as a significant factor which affected the overall reported competence. Conclusion The study demonstrates that there are varying level of self-reported competence in procedural skills amongst doctors in urban district hospitals. This research study identifies the need for training in the procedural skills that the doctors have identified themselves as not competent to perform. Greater clarity regarding skills required of doctors in district hospitals is needed.
3

The role of medical simulation curriculum in developing acute care clinical competence in undergraduate medical students in South Africa

Jansen, Marvin Jeffrey 10 June 2022 (has links)
The study aim was to explore the role, including the limits and possibilities, of medical simulation as a pedagogical method in an undergraduate acute care clinical skills curriculum within a South African tertiary education environment. The study consisted of two phases. During phase one, I conducted a modified Delphi study to identify the acute care clinical skills competencies undergraduate medical students need to acquire to prepare them, in the role as newly qualified clinicians, for managing acute care cases within a South African in-hospital environment. Phase two explored what acute care clinical competencies would lend themselves to a medical simulation modality within a South African tertiary education environment, as well as exploring the role, the limits and possibilities of medical simulation as an educational modality in developing acute care clinical skills curriculum within a South African tertiary education environment. The data was collected through Focus Group Discussion (FGD) and semi-structured interviews with simulation experts within South Africa. The findings of the modified Delphi study contributed to developing a comprehensive list of undergraduate acute care clinical skills competencies, previously unavailable, for SA. The value of engaging with medical practitioners at the forefront of societal engagement such as practising medical practitioners, who on a day-to-day basis are exposed to the healthcare needs of society, became evident. Having empirically established a comprehensive set of acute care competencies for SA undergraduate medical education, phase 2 sought to identify the simulation modality/modalities that these competences would lend themselves to. Thereafter, pesent the SimSMART framework for curriculum developers exploring the possibility of implementing simulation as pedagogy in their context. The findings were significant as they provided curriculum developers with contextually relevant literature to consider which competencies would best be suited to medical simulation as pedagogy, which is particularly important when considering the resource constraints within developing world contexts. The findings provided valuable insights into complex contextual issues such as the effects of the Apartheid legacy on teaching within health sciences, communication, and social inequality.
4

Crafting competence : the goverence of multiplicity in nursing /

Grealish, Laurie. January 2009 (has links)
Thesis (Ph.D.) -- University of Canberra, 2009. / Submitted in fulfillment of the requirements of the degree of Doctor of Philosophy in Government. Bibliography: p. 289-306.
5

The influence of base rate information in clinical probability judgment /

Fantasia-Davis, Rowena C., January 1997 (has links)
Thesis (Ph. D.)--Lehigh University, 1997. / Includes vita. Includes bibliographical references (leaves 65-70).
6

Engendering clinical competencies in physician assistant programs a mixed study of Marietta College's student assessment of learning and professional practice /

Childers, William A. January 2010 (has links)
Thesis (Ed. D.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains iv, 223 p. : ill. (some col.), col. map. Includes abstract. Includes bibliographical references (p. 78-80).
7

The patient problem list and clinical reasoning : linking education to practice

Wiseman, Jeffrey January 2004 (has links)
No description available.
8

Meta-analysis of the relation between mental health professionals' clinical and educational experiences and judgment accuracy : review of clinical judgment research from 1997 to 2010

Pilipis, Lois A. 28 June 2011 (has links)
Researchers have addressed many clinician and client attributes in relation to the accuracy of judgments made by mental health professionals. One such moderator addressed clinicians’ judgment accuracy in relation to experience. Contrary to what many clinicians expect, a number of studies have failed to demonstrate a positive correlation between judgment accuracy and experience (e.g., Berman & Berman, 1984; Ruscio & Stern, 2005; Schinka & Sines, 1974). In Spengler et al. (2009), the relationship between judgment accuracy and experience was assessed via a largescale meta-analysis that examined studies of clinical judgment and experience from 1970 to 1996. The result was a small but reliable, homogeneous effect demonstrating a positive correlation between judgment accuracy and experience. The Spengler et al. meta-analysis found relatively few significant moderator effects influencing the experience-accuracy effect, namely the type of judgment made by clinicians, the criterion validity of accuracy measures used, and publication source. In the present study, results from clinical judgment and experience studies from 1997 to 2010 were combined in a meta-analysis. An update and extension allowed for cross-validation of the Spengler et al. meta-analysis with more recent research as well as an exploration of additional moderator variables, such as profession type and inclusion of non-mental health participants. The overall effect was .16, with a 95 percent confidence interval that was above zero (CI = .05 to .26). This overall effect indicated experience significantly impacted judgment accuracy, consistent with expectations. The overall effect was shown to be heterogeneous, indicating the Q statistic was sufficiently large to reject the null hypothesis regarding homogeneity of the effect size distribution. Exploratory analyses revealed the presence of two significant moderator variables, namely judgment type and publication source. Limitations included lack of variability of judgment type and difficulty with or complete inability to assess other potential moderators of interest, such as feedback and utilization of test protocols for the stimulus measure. Other limitations included utilization of a less exhaustive search strategy, in which some relevant studies may have been missed. Despite limitations, the results of the present metaanalysis largely replicated those of the Spengler et al. meta-analysis. / Department of Counseling Psychology and Guidance Services
9

The patient problem list and clinical reasoning : linking education to practice

Wiseman, Jeffrey January 2004 (has links)
This study examined how medical tutors used a tool from clinical practice known as the patient problem list to support students' clinical reasoning in a natural internal medicine ward setting. A grounded 2 case comparative study was conducted with 2 real patient case discussions by a tutor and 3 pre-clerkship students and a resident and 1 clerkship level student respectively. Codes that emerged by verbal analysis of the data were related to each other in a discourse map. In both cases evidence of cognitive apprenticeship teaching strategies and the patient problem list shaped and were shaped by a spiral model of increasingly elaborate shared knowledge. The patient problem list links tutor support to student education for practice with complex medical patients.
10

Group supervision : learning psychotherapy in a small group format /

Ögren, Marie-Louise, January 1900 (has links)
Diss. (sammanfattning) Stockholm : Karol. inst., 2001. / Härtill 4 uppsatser.

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