Thesis (M.P.H.)--University of Michigan, 1946.

Thesis (M.S.P.H.)--University of Michigan, 1936.

Thesis (M.S.P.H.)--University of Michigan, 1930.

Thesis (Ph.D.)--Fairleigh Dickinson University, 2001. / Source: Dissertation Abstracts International, Volume: 62-06, Section: B, page: 2966. Chairperson: Christopher A. Capuano. Available also in print.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2477. Adviser: Edward McAuley. Includes bibliographical references (leaves 92-111) Available on microfilm from Pro Quest Information and Learning.

Instructors are incorporating video into their blended and web-based courses at an ever increasing rate. Thus the need for research in this area is required to understand how to design, utilize, and incorporate video most effectively as a pedagogical tool. This study explored how the design and implementation of digital video resources in an online educational environment affected learning outcomes. Forty-five health professionals and students evaluated the digital videos incorporated into ePhysicianHealth.com. Three types of digital video genre were examined in this study: modeling/demonstrations, personal stories/commentaries, and content expert narratives. The findings suggested that the majority of the participants found that the digital videos to be a valuable addition to ePhysicianHealth.com, as they made the learning environment more authentic, memorable, realistic, varied, and accommodating to different learning styles. Key Words: eLearning; online learning; video; healthcare education; physician wellness; disruptive behaviour; emerging technologies

The purpose of this study is to describe the perceptions of medical educators regarding the care perspective and to examine implications for medical ethics education. After many years of being omitted from the theory of medical ethics, the care perspective is beginning to emerge in theoretical discussion. Work to date does not tell us whether or how physician-educators view or use the care perspective in medical practice and/or in medical ethics education. Yet it is physician-educators who influence the content and focus of medical ethics education. In this exploratory, qualitative study, in-depth focused interviews were conducted with ten physician-educators who teach medical ethics at one academic medical center. A systematic multiple level analysis of participants' responses led to the identification of themes, patterns and interrelationships of data which were supported by case stories. The study yielded thick, rich narrative descriptions and the original commentary was retained to preserve the language, imagery and reflections of the physician-educator's experiences, styles and approaches. The findings suggest that some physician-educators use several different approaches to the medical ethical decision making process including the care perspective. They believe the care perspective: is implicit in medical practice; is essential and should be made explicit in the medical ethical decision making process, where as an ethical approach, it may avert certain ethical dilemmas and even lawsuits; must be made explicit in medical ethics education, both in the classroom and clinical setting; and instruction should be extended over the entire period of a medical student's education. The purpose of this study is to learn how the care perspective is regarded, understood and used, if at all, by physicians who are directly involved in medical ethics education. While the findings contribute to a larger understanding of the place of the care perspective in medical practice and in medical ethics education, they also raise new questions that suggest further study.

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<p> Self care is more than a requirement for life. Working in a high stress hospital environment lends itself to having many personal and professional stressors that go beyond medical professionals job requirements. The purpose of this study was to explore how hospitals support medical staff through self care programs. Data was collected through semi-structured interviews of five medical professionals who work in various specialties. Results of this study indicated that self care was represented in various unstructured formats. Additionally, this study demonstrates the need for more support in the medical field to allow for more opportunities for self care to take place. Furthermore, this analysis of self care explains the importance of this practice to be implemented by medical professionals as it helps to reduce the high rates of burnout and compassion fatigue.</p><p>

<p> Girls in early adolescence today face numerous challenges to their positive and successful growth into happy, productive, and powerful women. These challenges may include peer pressure, racism, family issues, school navigation, and poor self-image. The purpose of this action research study was to examine the potential of a weekly wellness program for girls in the 5th through 8th grades. Research was conducted with 13 early adolescent girls utilizing interviews, observations, and participant journal reflections and incorporating interactive lessons and physical activity. In particular, the research examined how lessons with a focus on the effects of healthy behavior positively affected the participants. Participants were encouraged to reflect on experiences and individual challenges, and were taught strategies that allowed them to connect the mitigation of those challenges to the physical activities they participated in. Results indicated 3 areas of importance among all participants: having connections with individuals in their life, understanding a sense of wellness and maintaining that wellness through the challenges presented to them, and creating and reaching new goals in life. Classroom educators, social workers, recreation managers, and planners are encouraged to foster and implement wellness programs that include physical, nutritional, social, and emotional education for early adolescent girls in all communities.</p>