Thesis (Ph.D.)--University of Central Florida, 2009. / Adviser: Craig Saper. Includes bibliographical references (p. 596-649).

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2010.

Professional paper (M.S.)--Montana State University--Bozeman, 2005. / Typescript. Chairperson, Graduate Committee: Karen Zulkowski. Includes bibliographical references (leaves 37-40).

Thesis (Ph. D.)--University of Wisconsin-Madison, 2007. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 452-476).

Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 101-108) and appendices.

Thesis (M. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Contribution The main contribution offered by my research is an increased understanding of medical students’ perceptions of empathy and the factors that influence this. By using an innovative method in medical education research, the study contributes to research methodology. Background Empathy is accepted as a fundamental part of the patient-doctor relationship and essential for effective clinical care. Current societal opinions are that some healthcare professionals lack empathy and that medical students become less empathetic during their training, although the reasons for this are not understood. If this perceived decline is to be addressed, medical educators need to understand students’ perspectives of the factors that influence their empathy. Aims of the research The study sought to gain a deeper understanding of the development of medical students’ empathy and the factors influencing this during their undergraduate training. It is hoped that this understanding may lead to improvements in medical education and patient care. Methods Ethical approval for the study was granted by the University. A phenomenological approach was adopted, which involved listening to the students’ views and experiences of their course. Serial, semi-structured, indepth, interviews were conducted with sixteen medical students. Each year the student completed an hour-long interview over three years. One group of eight students were followed during the preclinical years of the course (years 1-3) and the other group, during the clinical years (years 4-6). The interviews were audio-recorded, transcribed, coded using qualitative data analysis software (N Vivo), and analysed using an interpretative phenomenological approach. Findings The students in the preclinical years described empathy as a personal attribute, emphasising its emotional dimension. In the clinical years, students viewed empathy differently: as a complex relational process with the patient, which varied in depth and quality according to the clinical context. They described the tensions between connecting with and detachment from a patient. Students indicated influences which enhanced their empathy, including patient contact and positive role models. They also identified barriers to empathy, including: the medical school culture, a biomedical bias in the curriculum, a lack of patient contact, negative role models and teaching of professionalism as distancing from patients. The preclinical group of students reported gaining in self-confidence during their course. The clinical group described how their empathy with patients had increased but they detected a conflict between empathy and efficiency. Conclusions The use of an innovative longitudinal, phenomenological approach in medical education research generated new understanding of a complex interpersonal view of empathy and highlighted aspects of a ‘hidden curriculum’. The students maintained that their contact with patients was the most useful way of developing empathy. They expressed a desire to connect emotionally with patients but were uncertain how to balance this connection with professional detachment. They described a marked biomedical emphasis in their course and perceived that teaching on professionalism encouraged a distancing from patients. In contrast to the widely-reported opinion that there has been a decline in medical students’ empathy, this study suggested that students perceived that their empathy increased during their training. However, some students had learned distancing behaviours to hide their empathetic feelings. In the light of this research, it is hoped that medical educators will develop ways of supporting students to deal appropriately with their own emotions and those of patients.

Orientador: Angélica Maria Bicudo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-28T09:10:46Z (GMT). No. of bitstreams: 1 Quilici_AnaPaula_D.pdf: 1847692 bytes, checksum: 9a88e501459a1b875be914b034e386b2 (MD5) Previous issue date: 2015 / Resumo: A vivência dos docentes na simulação clínica inserida no currículo: desafios, dificuldades e conquistas Introdução: o interesse pela simulação realística na formação de profissionais da saúde tem crescido junto com as tendências para melhoria do processo de ensino aprendizagem destes profissionais, com enfoque no desenvolvimento de competências necessárias à boa formação do profissional. O objetivo do presente é identificar o que o corpo docente pensa a respeito da inserção da simulação realística no currículo, como experimenta a utilização de cenários seguidos de debriefing em suas aulas práticas e dificuldades e quais desafios e conquistas relatam na utilização da simulação como ferramenta de ensino na graduação em saúde. Método: Foi realizado um estudo qualitativo com amostragem intencional, segundo critérios pré-definidos, utilizando um roteiro semiestruturado, considerando a saturação das informações. Foram entrevistados 14 docentes dos cursos de Medicina e Enfermagem de uma instituição de ensino que emprega simulação realística em seus currículos. Resultados: A maioria dos entrevistados considerou que a utilização de cenário seguido de debriefing é uma ótima ferramenta didática. Dificuldades foram apontadas, dentre elas a carga de trabalho necessária para a elaboração dos cenários, a correlação entre os objetivos dos cenários e as competências curriculares e a relação do número de alunos por docente. A maioria dos entrevistados reconhece o real significado do debriefing para o ensino médico e de enfermagem e considerou que o debriefing é a parte mais importante e rica da simulação. As dificuldades e desafios mais apontados pelos docentes quanto a condução do debriefing diziam respeito tanto aos alunos, suas atitudes e conhecimento prévio, quanto aos professores e suas experiências com a ferramenta. Conclusão: Considerando os depoimentos analisados, surgem necessidades logísticas a serem contempladas para que os docentes possam desempenhar suas atividades com simulação da melhor maneira possível. Um destes pontos é adequar a relação de alunos por docente nas práticas envolvendo simulação, de maneira que se possa efetivamente aplicar a metodologia proposta. Outro ponto a ser considerado é o tempo necessário para construção de cenários por parte dos docentes. A necessidade de treinamento contínuo e supervisão docente com feedback imediato faz-se necessário para dar suporte as dificuldades relatadas pelos docentes / Abstract: The experience of professors in clinical simulation inserted in the curriculum: challenges, difficulties and achievements Abstract Introduction: The interest in realistic simulation on the teaching of healthcare professionals has grown along with the trends to improve the teaching process of such professionals, emphasizing the development of competences necessary for their proper training. The aim of this study is to identify the professor perception of the realistic simulation insertion in the undergraduate program, considering the advantages and challenges faced in working with this resource. Method: We conducted a qualitative study with intentional sample according to pre-defined criteria, following a semi-structured outline regarding data saturation. We have interviewed 14 faculty members of healthcare courses from a teaching institution that employs realistic simulation in their syllabi. Results: The majority of the interviewed professors considered that the use of scenario followed by debriefing is an excellent teaching tool. However, we found difficulties such as the workload necessary to the assembly of the scenario, the correlation between scenario goals and the competences of the program, and the relationship of the number of students by professors. Most interviewees recognize the real meaning of debriefing for medical and nursing education and found that the debriefing is the most important and rich part of the simulation. The difficulties and challenges most frequently mentioned by the professors as the conduct of debriefing concerned both students, their attitudes and prior knowledge, the teachers and their experiences with the tool. Conclusion: Considering the testimonies analyzed, there are logistical needs to be addressed so that the professors can carry out their activities with simulation in the best possible way. One of these points is to adapt to students from teacher ratio practices involving simulation, so that they can effectively apply the proposed methodology. Another point to consider is the time to build scenarios by teachers. The need for ongoing training and teaching supervision with immediate feedback is necessary to support the difficulties reported by the professors / Doutorado / Ensino em Saúde / Doutora em Clínica Médica

Thesis (Dr. P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 2007. / Source: Dissertation Abstracts International, Volume: 68-10, Section: B, page: 6614. Adviser: Jay H. Glasser. Includes bibliographical references.

Made available in DSpace on 2015-07-22T20:49:14Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-11-25. Added 1 bitstream(s) on 2015-08-11T03:26:05Z : No. of bitstreams: 1 Publico-12602.pdf: 603318 bytes, checksum: 848353b414631b24deaba0d6db174908 (MD5) / Este estudo teve como objetivo dimensionar o exercício da interdisciplinaridade na perspectiva dos professores coordenadores e construtores de módulos do Curso Médico da Universidade Estadual de Montes Claros (UNIMONTES). Adotou-se o método descritivo e transversal, utilizando como instrumentos de coleta de dados o questionário e a entrevista. Constituíram-se sujeitos deste estudo 42 professoresconstrutores de conteúdo e 6 professores-coordenadores do 1º ao 7º período do referido Curso. Para mapear as vivências da interdisciplinaridade por professoresconstrutores foi utilizado o questionário composto, com alternativas de respostas organizadas pela Escala de Likert de cinco pontos, e para apreender as concepções de interdisciplinaridade dos professores-coordenadores foi utilizada a entrevista semiestruturada. Os dados obtidos com as entrevistas foram analisados por meio da análise de conteúdo, do tipo temática. Identificou-se que dos 48 professores participantes desta pesquisa a maioria possui curso de especialização e/ou mestrado e, exercem a docência universitária por mais de cinco anos. Todos os docentes trabalham na equipe de construção de módulos há mais de 1 ano e são de diferentes origens disciplinares: Medicina, Psicologia, Farmácia/Bioquímica, Medicina Veterinária, Enfermagem, Ciências Biológicas, Arquitetura e Urbanista e Ciências Sociais. Em relação às concepções dos docentes-construtores, apreendeu-se que a interdisciplinaridade se caracteriza pela intensidade das trocas entre os especialistas e pelo grau de integração real das disciplinas no interior do projeto político pedagógico e da prática pedagógica. As concepções sobre interdisciplinaridade para os docentes-construtores centram-se na comunicação interativa entre os campos do conhecimento como condição indispensável à concepção de interdisciplinares e a ação coletiva das pessoas e/ou do grupo como via de superação do modelo da educação tradicional. No âmbito das dificuldades, os docentes-construtores apontaram que há desconexões entre as disciplinas e falta da vivência ampla da interdisciplinaridade nas atividades pedagógicas. Para os docentes-coordenadores, as dificuldades abrangem a falta de interatividade entre os pilares do curso médico na escolha de alguns temas e conteúdos e das técnicas e estratégias de aprendizagem; a dissociação entre os eixos do curso, principalmente na integração entre os eixos do curso: conteúdos temáticos, IAPSC (interação aprendizagem, pesquisa, serviço e comunidade), habilidades e atitudes, além do desconhecimento do Programa Saúde da Família e sua abrangência. A análise dos dados e o diálogo com a literatura permitem delinear o desafio de estimular a construção participativa dos conteúdos, a presença dos construtores de conteúdo específico nos cenários de aprendizagem na saúde na comunidade, além de desenvolver uma escuta ativa dos sujeitos partícipes (estudantes, docentes, gestores, profissionais dos serviços, usuários). / This study aimed to measure the dimension the exercise of the interdisciplinarity of the coordinating teachers and builders of modules of the Medical State University of Montes Claros (UNIMONTES). It was used a descriptive cross-sectional method, using as instruments of data collection the questionnaire and the interview. The subjects of the study consisted of 42 content builder- teachers and 6 coordinating teachers - from the 1st to the 7th term of the course. To map the experiences of the interdisciplinarity by the builder-teachers, a questionnaire composed with multiple choice questions was used, organized by the Likert scale of five points, and to grasp the concepts of interdisciplinarityy of the coordinating teachers, it was used the semi-structured interview. The obtained data from the questionnaire were analyzed using content analysis, the thematic type. It was identified that out of the 48 teachers participating in this research, most have specialized education and / or master degree and practice college teaching for more than five years. All the teachers have been working in teambuilding modules for more than one year and they are from different disciplinary backgrounds: Medicine, Psychology, Pharmacy / Biochemistry, Veterinary Medicine, Nursing, Sciences, Architecture and Urban Planning and Social Sciences. Concerning the builder-teachers´ conceptions, it was learned that the interdisciplinarity is characterized by the intensity of exchanges between experts and the actual degree of integration of disciplines within the educational and political project and of pedagogical practice. The concepts of interdisciplinarity for the builder-teachers focus on the interactive communication between the fields of knowledge as a prerequisite for the conception of the interdisciplinarities and the collective action of individuals and / or the group as a way of overcoming the traditional pattern of education. Under the difficulties, the builder-teachers pointed out that there are disconnections between the disciplines and the lack of broad experience in interdisciplinary teaching activities. For the teachercoordinators, the difficulties include the lack of interactivity between the pillars of the medical course in the choice of some themes and contents and the techniques and learning strategies, the decoupling of the axes of the course, especially in the integration between the axes of the course: thematic content, IAPSC (learning interaction, research, service and community), skills and attitudes as well as the lack of knowledge about the Family Health Program and its coverage. Some data analysis and the dialogue with the literature outline the challenge of stimulating the participatory construction of the content, the presence of the builders of specific content in the learning scenarios of the health in the community, besides developing an active listening of the participant subjects (students, teachers, managers, service providers, users). / TEDE / BV UNIFESP: Teses e dissertações