Objectives¡GThe purposes of this study were to understand the circumstance of the learner about ambulatory care education and to realize the demand and attitudes of learning from the medical students, meanwhile to explore the effectiveness after receiving this education. Besides, this study is also combined with the six core competencies as principles to find out the attitudes of the education from the medical students and the factors of upgrading their clinical skills. Methods¡GThis cross-sectional study employed quantitative method to conduct the research, and this population included medical students from a medical canter of the southern of Taiwan. Structured questionnaires were conducted to medical students, a total of 78 uestionnaires were distributed with 67 questionnaires being returned.The data is analyzed by SPSS 12.0 and used descriptive statistics, factor analysis, t-test, and ANOVA, correlation analysis, and multiple regression analysis. Results¡GThe major findings were as following¡G The results of this study show that most of the time, the medical students participated 1 to 2 times per month, and they also considered the implementation of 2 times one month is appropriate.The medical students also thought that the most ideal number of patient are three, and the result also showed that there were 36¡]53¢H¡^ persons encountered three patients. Besides, the method which the students met was the medical student conducted diagnosis the patients first, and the teacher taught the students then. And there were 52¡]77.6¢H¡^ persons encountered this situation. The study found that the six core competences applied to the ambulatory care education will be classified into three abilities were¡¨ basic medical expertise¡¨¡B¡¨advanced medical diagnostic skills¡¨and¡¨medical knowledge of professional application¡¨. And the result also showed that after ambulatory care training, the basic medical expertise benefited best to the students, and then was the advanced medical diagnosis and medical knowledge of professional application.The study found that the best benefits of clinical competence of medical students was "history taking" followed by "physical and special inspection" and "clinical diagnostic ability", the lowest score was "the administrative processes". And these three abilities were in compliance with the results of clinical ability from this study which pointed to the ¡§basic medical expertise¡¨. It can be found that the goal of the ambulatory care education for the medical student was aimed to the basic medical ability, this result of the research was matched with the direct and discontinuous properties of the outpatient clinic. Conclusion¡GThe study found that the most beneficial factors which could enhance the students the overall clinical skills are the frequency of participating ambulatory care education and the attitudes and enthusiasm of the teaching physicians. If we could measure the demand of involving in the ambulatory care education from the trainee, we could effectively distinguish from the clinical operations and clinical teaching schedule, in this way, it will make the system of ambulatory care education perfect. In addition, the guidance of teachers such as the enthusiasm¡Bcommunication skills¡Bfriendly attitude¡Bteaching ability and the other personal characteristics will affect the effectiveness of the implementation of ambulatory care education. It was recommended to strengthen the capacity of training instructors about teaching, the manager could regularly organize various workshops, seminars, case report, continuous education to train the enthusiastic teaching physician and made them have the teaching skills of instructors in order to enhance the effectiveness of the ambulatory care education.

Magister Curationis - MCur / The clinical Skills Laboratory Method (SLM) is currently utilised at some universities in South Africa. This is an innovative clinical teaching and learning strategy that allows learner nurses to set their own goals and take responsibility for their learning. In 2007, the method had been introduced to the new first-year learners and subsequently the second, third and fourth year student levels followed. The skills laboratory method consists of five phases: orientation, visualisation, guided practice, independent learning, and assessment. It allows learners the opportunity to observe, practise, and develop their clinical skills in a safe and risk-free environment. In addition, it might assist learners with developing their critical thinking, critical reasoning, and decision-making abilities. As a clinical facilitator at a university, the researcher observed that certain problems occurred in relation to the implementation of the phases. The purpose of this study was to explore and describe learners’ perceptions of the manner in which the facilitators implemented the SLM and to describe guidelines for facilitators to improve the comprehensive implementation of the SLM of an undergraduate nursing programme. A quantitative, explorative, and descriptive research design was used to investigate how learner nurses perceive the skills laboratory method and to what extent the phases of the method were implemented. The accessible population (N = 980) consisted of learner nurses who were enrolled for a Bachelor of Nursing degree at a university in the Western Cape Province. In this study systematic stratified random sampling were used because class lists of all registered learner nurses from first to fourth year were available. The researcher identified every fourth learner (k = 4) of the four years respectively (n = 276). The researcher collected the data personally by means of a survey questionnaire with closed-ended questions that required responses to be indicated according to a 5-point Likert scale. It took approximately 15 - 20 minutes to complete the questionnaire. Descriptive statistics and a factor analysis were performed to reduce the data with the purpose of making it more interpretable. Data was analysed with the assistance of a statistician who used the Statistical Package for Social Sciences Version 21 (SPSS). For interpretation purposes, the researcher presented the statistical information in tables and figures. Twelve factors emerged from the factor analysis: (i) information received during orientation, (ii) introduction during orientation, (iii) orientation to resources in the skills laboratory, (iv) facilitator interaction during visualisation, (v) progression of demonstrations, (vi) authenticity of simulation, (vii) progression of guided practices, (viii) facilitator feedback during guided practice, (ix) encouragement during independent practice, (x) support during independent practice, (xi) planning of assessments, and (xii) facilitator’s role during assessments.The findings indicated that although facilitators did implement the phases of the SLM, some facilitators omitted or did not fully adhere to all the steps in each of the five phases. Factors such as the information and organisation during the orientation phase, knowledge and behaviour of facilitators throughout the phases, teaching strategies used by facilitators during demonstrations, and feedback to learners during assessments required attention. Twelve guidelines were described from those findings with the aim of improving the comprehensive implementation of the SLM and it was recommended that facilitators implement those factors to ensure positive learning experiences for learner nurses. The researcher ensured validity and reliability during the study and adhered to ethical considerations.

This qualitative case study explored faculty perceptions regarding best practices and uses of assessment in a dental hygiene program at a small northwestern college. It was discovered that faculty in the program were assessing students in their clinical courses using widely varied methods, designs, and scoring tools. Faculty neither calibrated processes nor communicated about this problem. In addition, a review of the assessments in this local setting indicated a significant gap in the current guidelines for best practices in clinical assessment procedures. Knowles' adult learning theory served as the foundation for this study. Research questions were designed to obtain clinical faculty's perceptions of their knowledge of best practices in assessment, assessment design, methods including scoring tools, and how faculty could work collaboratively to implement clearly and consistently designed best-practice assessments in their clinical courses. Interviews and reviews of assessment documents were conducted with a purposeful sample of 8 faculty participants. Data were coded and analyzed for common themes. Results indicated that instructors did not collaborate and had little knowledge of assessment criteria based on best practices, administration, and scoring procedures. At the request of the dean, a position paper was created as a project. The paper outlined strategies for designing clinical skills assessments with criteria that is consistent, clear, and based on best practices. Also included were procedures for ongoing faculty professional development and collaboration, insuring that faculty are calibrated and that assessments are valid and reliable. The results of this study can promote positive social change as faculty in this program will be increasingly confident in assessment practices, and graduates will consistently provide greater quality patient and community care.

京都大学 / 新制・課程博士 / 博士(医学) / 甲第24793号 / 医博第4985号 / 新制||医||1066(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 阪上 優, 教授 松村 由美, 教授 佐藤 俊哉 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

The admission of students into Counselor Education programs aims to select those applicants with the best potential to successfully complete the graduate program as well as acquire effective clinical skills. The primary method of measuring achievement potential for graduate students in Counselor Education programs represents Graduate Record Examination Scores (GRE); minimal scores on the examination are required for program admission. This study examined the relationship between student achievement of clinical skills and incoming GRE scores. The study participants were 47 master's level Counselor Education students who were enrolled in Practicum in Counselor Education (MHS 6800) in the spring, summer, and fall semesters of 2002 as well as the spring, summer, and fall semesters of 2003. All students were required to submit videotapes of live counseling sessions conducted in the Community Counseling Clinic at the University of Central Florida. The videotapes were rated using the Global Scale for Rating Helper Responses, developed by George Gazda. An independent samples t-test was utilized to assess between group differences for the sample participants. The study results showed no significant differences between the demonstration of clinical skills in Counselor Education students with a GRE score over 1000 and those students with a GRE score below 1000. The study results suggested that other factors outside of those skills measured by the GRE might attribute to successful acquirement and demonstration of clinical counseling skills.

No description available.

No / As a domain of knowledge for healthcare professionals, palliative care is complex and demanding; not least for educators. Effective teaching in palliative care relies on educators both being able to develop and encourage interpersonal skills, and also to capture an authentic sense of the real world in teaching clinical aspects of care. The recommendations of the Francis Report present a challenge to educators: how do we "educate" (literally, "to develop the faculties and powers of") the palliative care providers of the future? How do we ensure they are competent, compassionate communicators? Team-based learning is currently being piloted in at the University of Bradford as a means of achieving these goals. This technique, developed by Larry Michaelson and colleagues in the United States, uses sound pedagogical principles to encourage debate and dissent between small teams related to complex and ambiguous areas of knowledge. The role of the educator is to guide and facilitate discussion, and challenge preconceptions and assumptions. There is minimal use of lectures other than to consolidate conclusions. It was decided to pilot the technique within the palliative care content of the curriculum, because of the opportunities to develop students skills of critical thinking, awareness and compassion. Initial analysis of questionnaire and focus group data within Bradford is overwhelmingly in support; students are demonstrating evidence of increased critical thinking, more effective teamwork, evolving listening skills, and satisfaction at learning in a way which they perceive to be much more akin to clinical practice than didactic lectures and seminars. This presentation will look at the structure of team-based learning, review the evidence, and examine how it was applied specifically to palliative care using scenarios based on Patient Journeys in the last year of life. The opportunities for its use in clinical, interprofessional and post-registration palliative care education will be explored.

An exploratory, descriptive qualitative design was used to describe and explore how the students experienced their clinical accompaniment in a specific programme. The researcher conducted a tape recorded interview to a 14 individual students, who voluntarily agreed to participate in the study, transcription followed, then data analysis was done following the steps as described by De Vos, Srydom, Fouché and Delport (2005:334) citing Creswell (1998:142) where open coding leads to themes and subthemes. From the findings of this study it was discovered that the students experienced dissatisfaction in terms of their development of clinical skills to competence as they were not given an opportunity due to negative circumstances around their training. Recommendations were made to improve clinical accompaniment of student nurses for all involved so that the student nurses acquire clinical skills, knowledge and values. / Health Studies / M.A. (Health Studies)

Thesis (MCur)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Simulation refers to a teaching method that is used to teach students clinical skills. The use of mannequins is the most common type of simulation. Given the pivotal role that simulation plays in teaching students clinical skills, it is important to understand the experience and perceptions students have utilizing simulation laboratories. The aim of the study was to explore the experience and perceptions of primary health care students utilizing simulation laboratories. The researcher posed the following research question as a guide for this study: “What are the experiences and perceptions of primary health care students utilizing simulation laboratories?” A qualitative approach with a phenomenological research design was applied. A purposive sample of n=10 and a focus group of 7 participants was drawn from a total population of 232 primary health care students. An interview guide was designed based on the objectives of the study and validated by experts in Nursing, Education and the Ethics Committee at the Faculty of Health Sciences, Stellenbosch University. Experts in the field of teaching and learning, nursing and research methodology were consulted to determine the feasibility and content of the study, to evaluate the research process and outcome. Two (2) trained fieldworkers were responsible for collecting the data. Data was collected by means of individual interviews and by interviewing a focus group. The transcription of the interviews was done by the researcher. The data that emerged from the data analysis was coded and categorised into themes and subthemes. The five themes that emerged were simulation as a teaching method; a mannequin offering effective learning; confidence in clinical practice; structure of the course; and a support system. The researcher compiled a written account of the interpretations that emerged from the data analysis and verified this with the fieldworkers. In addition, member checking was done on two (2) of the participants from the focus group as well as two (2) of the participants from the individual interviews, to validate the transcribed data. The Conceptual Theoretical Framework of Bloom supports the findings of this study. The findings suggest that the mannequins should be upgraded regularly and should be able to register a response. It is recommended that a mannequin should be designed which is computer programmed according to different conditions which will include the signs and symptoms of those diseases for example tuberculosis. The participants need to be placed in the clinical environment at a much earlier stage in their programme. Peer group teaching and assessment should be introduced in the programme. Further research is recommended since institutions and disciplinaries working with simulation were not included in the study. / AFRIKAANSE OPSOMMING: Simulasie verwys na ’n onderrigmetode wat gebruik word om studente kliniese vaardighede aan te leer. Die gebruik van mannekyne is die mees algemene vorm van simulasie. Gegee die deurslaggewende rol wat simulasie speel in die onderrig van kliniese vaardighede aan studente, is dit belangrik om die ervaring en persepsies van studente wat gebruik maak van simulasie-laboratoriums, te wete te kom. Die doel van hierdie studie was om die ervaring en persepsies van primêre gesondheidssorgstudente wat van simulasie-laboratoriums gebruik maak, te ondersoek. Die navorser het die volgende navorsingsvraag as ’n riglyn vir hierdie studie gestel: “Wat is die ervaringe en persepsies van primêre gesondheidssorgstudente wat simulasielaboratoriums gebruik?” ’n Kwalitatiewe benadering met ’n fenomenologiese navorsingsontwerp is toegepas. ’n Doelbewuste steekproef van n=10 en ’n fokusgroep van 7 deelnemers is geneem vanuit ’n totale bevolking van 232 primêre gesondheidsorgstudente. ’n Onderhoudgids is ontwerp, gebaseer op die doelwitte van die studie en gevalideer deur kundiges in Verpleging, Opvoedkunde en die Etiese Komitee van die Fakulteit van Gesondheidswetenskappe aan die Universiteit van Stellenbosch. Kundiges op die gebied van onderrig en leer, verpleging en navorsingsmetodologie is geraadpleeg om die haalbaarheid en inhoud van die studie te bepaal vir die evaluering van die navorsingsprosedure en uitkomste. Twee (2) opgeleide veldwerkers was verantwoordelik om die data te versamel. Die data was versamel deur middel van individuele onderhoude en ‘n onderhoud met ‘n fokus groep. Die onderhoude was getranskribeer deur die navorser. Die data wat uit die analise gekom het, is geënkodeer en gekategoriseer in temas en subtemas. Die vyf temas wat hieruit voortgespruit het, is simulasie as ’n onderrigmetode; ’n mannekyn wat effektiewe leer bied; vertroue in die kliniese praktyk; die struktuur van die kursus; en ’n ondersteuningssisteem. Die navorser het ’n geskrewe verslag saamgestel van die weergawe van die data-analise wat saamgestel en deur die veldwerker geverifieer is. Bykomend is die kontrole van lede van twee (2) van die deelnemers van die fokusgroep, asook twee (2) van die deelnemers vanuit die individuele onderhoude gedoen, om die getranskribeerde data se geldigheid te verklaar. Die Konseptuele Teoretiese Raamwerk van Bloom rugsteun die bevindinge van hierdie studie. Die bevindinge beveel aan dat die mannekyne gereeld opgegradeer behoort te word en dat hulle ’n respons moet kan registreer. Dit word aanbeveel dat ’n mannekyn ontwerp behoort te word wat rekenaar geprogrammeerd is volgens die verskillende toestande wat die tekens en simptome van siektes soos tuberkulose insluit. Die deelnemers behoort in ’n baie vroeë stadium van die program in die kliniese omgewing geplaas te word. Verdere navorsing word aanbeveel, aangesien inrigtings en dissiplines wat met simulasie gemoeid is, nie in hierdie studie ingesluit is nie.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-11T13:11:19Z No. of bitstreams: 1 Elizabete Garcia Ferreira Arroyo Marchi.pdf: 3629040 bytes, checksum: 7caeb2885ac65ff00c8e326d2fa92058 (MD5) / Made available in DSpace on 2018-12-11T13:11:19Z (GMT). No. of bitstreams: 1 Elizabete Garcia Ferreira Arroyo Marchi.pdf: 3629040 bytes, checksum: 7caeb2885ac65ff00c8e326d2fa92058 (MD5) Previous issue date: 2018-10-26 / Introduction: For the medical training recommended in the Curriculum Guidelines, changes in the teaching-learning process are necessary, making the student an active element in knowledge construction, using new scenarios as assistance tool. Objective: To evaluate the applicability and acceptance of Direct Observation Method in a room with a one-way mirror, as a learning practice in competences development of 6th period Medical graduation course students. Methods: It is an exploratory, analytical and qualitative research. After approval by the Research Ethics Committee, three focus groups were carried out, totaling 30 students who attended, from February to June 2016, the referred scenario where an academic performs real patient’s care with establishment of the patient-medical relationship, anamnesis, clinical examination and diagnostic reasoning, while the tutor and the other 11 students looked through the mirror. After the clinical examination, the tutor and the evaluated student take the necessary steps for the case. After the patient leaves, the examiner student performed a self-assessment and a feedback is given by the other students and tutor. The data obtained in the focus groups were analyzed using the methodological approach of content analysis, thematic modality of Bardin. From these results emerged the final product in the form of a conceptual map, based on the Grounded Theory. Results: The recorded units were identified from collected data, distributed in subcategories and condensed into three categories (reflexive learning, formative evaluation and transforming scenario). The teaching strategy was highly accepted by the students. As fragile points indicated were the impossibility of following patients after the consultation, some technical problems (such as the sound system), the fact that not all of them had passed through the examiner's experience (a fact that has already been corrected after the focus groups) and, as a strong point, collective, reflexive and experiential learning, believing that it could be extended to other curricular units. Conclusion: The unusual scenario, although real, the awareness of being observed and evaluated had a positive influence on learning. The one-way mirror room has applicability and it has been well accepted as a practice scenario by the research participants resulting in meaningful learning experience / Introdução: Para a formação do médico preconizada nas Diretrizes Curriculares são necessárias mudanças no processo de ensino-aprendizagem, fazendo com que o aluno se torne elemento ativo na construção do conhecimento com auxílio de novos cenários. Objetivo: Avaliar a aplicabilidade e a aceitação do Método de Observação Direta em sala com espelho unidirecional, como prática de aprendizagem no desenvolvimento de competências dos alunos do sexto período do curso de graduação em Medicina. Material e Método: Trata-se de pesquisa exploratória analítica, qualitativa. Após aprovação no Comitê de Ética em Pesquisa, foram realizados três grupos focais, totalizando 30 alunos, que frequentaram, de fevereiro a junho de 2016, o cenário referido, em que um acadêmico realiza atendimento de paciente real com estabelecimento da relação médico paciente, anamnese, exame clínico e raciocínio diagnóstico, enquanto o tutor e os outros 11 estudantes observavam através do espelho. Terminado o exame clínico, o tutor com o aluno avaliado tomam as condutas necessárias para o caso. Após saída do paciente acontece a autoavaliação do aluno examinador e feedback pelos demais alunos e tutor. Os dados obtidos nos grupos focais foram analisados à luz da abordagem metodológica de análise de conteúdo, modalidade temática de Bardin. Desses resultados emergiu o produto final na forma de um mapa conceitual, embasado pela Teoria Fundamentada nos Dados. Resultados: Foram identificadas as unidades de registro a partir de dados coletados, distribuídas em subcategorias e condensadas em três categorias (aprendizagem reflexiva, avaliação formativa e cenário transformador. A estratégia de ensino foi bem aceita pelos alunos. Como pontos frágeis apontaram a impossibilidade do seguimento dos pacientes, problemas de ordem técnica (sistema de som), o fato de nem todos passarem pela experiência de examinador (já corrigido) e, como pontos fortes a aprendizagem coletiva, reflexiva, experiencial, acreditando que poderia ser ampliada a outras unidades curriculares. Conclusão: O cenário inusitado, embora real, a consciência de estar sendo observado e avaliado influenciam positivamente na aprendizagem. A sala com espelho unidirecional tem aplicabilidade, foi bem avaliada como cenário de prática pelos participantes, resultando a experiência em aprendizado significativo