<p> What and how much an individual eats largely defines his/her health. The most used dietary intervention models target individuals' concern for personal health, thereby undermining the interdisciplinary trajectory of the nutrition field. The purpose of this study was to compare the food choice motives of students enrolled in an interdisciplinary learning community (LCOM) to students enrolled in a non-integrated nutrition course and gain insight into student experiences with interdisciplinary nutrition education. A two-phase sequential mixed methods design was used. The first phase compared the personal health and ethical concern motives of the LCOM (n = 13) and non-integrated students (n = 60). The secondary phase employed a web-based interview to explore the LCOM experiences. Both groups highly valued the ability of food to improve personal health. There was no statistically significant difference in the ethical concern motives between the two groups however, interview responses revealed that LCOM participants made dietary changes as a result of ethical concern. The study concluded that participants made dietary choices based on personal health, regardless of the type of nutrition education received, and the LCOM was effective in developing a greater value for ethical concern. The learning community framework could provide a rich education experience that helps students develop an improved sense of social responsibility and initiate behavior change. Recommendations included how health and nutrition departments could integrate related disciplines into nutrition curricula. Future research examining the longevity of motives is needed to explore the effectiveness of this educational framework in producing lasting behavior change.</p>

Thesis (Ph.D.)--Indiana University, School of Education, 2005. / Title from PDF t.p. (viewed Nov. 11, 2008). Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0148. Chair: Charles M. Reigeluth.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0157. Adviser: Thomas A. Brush. "Title from dissertation home page (viewed Dec. 11, 2006)."

<p> This study explored students&rsquo; perceptions of developing cohort cohesiveness while progressing through a doctoral level interprofessional health administration program. Drawing upon Tuckman and Jenson&rsquo;s Theory of Group Development (1977), this study specifically emphasized the group development process and its inherent relationship to achieve cohesion within a group. To better understand this process, an in-depth qualitative research design, using semi-structured interviews, was implemented to illustrate the experiences of an interprofessional group of students enrolled in a distance learning program that utilized a closed cohort model. Emerging from the data was the core category of shared experiences, supported by main categories of collegiate unity, required interactions, group maturation, and interprofessional appreciation. The significance of interaction between students and faculty emerged as fundamental and inseparable to students&rsquo; achievement of cohort cohesion. The data suggest the value of group development within these types of programs as well as how cohesive groups enhance the learning experience and contribute to student success. Results of this study have implications for the promotion of educational programs to foster group development within distance learning cohorts. Attention should be given to a broad base of understanding by faculty of the development of cohort cohesion and the value of cohesion in higher-level education. Findings from this study support the notion of faculty involvement in cohort cohesion and the importance of helping students make connections as a group.</p><p>

<p> Student perceptions of academic dishonesty and clinical integrity were explored in this qualitative study, with Bandura&rsquo;s social learning theory utilized as the primary framework for the study and Kohlberg&rsquo;s theory of moral development as the secondary framework. A basic qualitative methodology was employed to answer the research question: what are student perceptions of moral beliefs and their actions related to ethical decision making in a four-year Bachelor of Science in nursing (BSN) program? The target population was junior or senior year nurses in a four-year BSN program. The sample included 17 students who met the inclusion criteria. Participants were asked 17 open-ended interview questions to gain insight into their perceptions of academic dishonesty and clinical integrity. Interviews were digitally recorded and transcribed manually to provide further immersion in the data. Data analysis and collection occurred simultaneously and was inductive and comparative. During data analysis, five themes emerged, each with subthemes which were identified through supporting narrative comments from participant interviews. The five identified themes were used to answer the research question and included: student perceptions of academic dishonesty, student perceptions of clinical integrity, student perceptions of moral beliefs, student perceptions of ethical decision making, and student perceptions of what influenced academic dishonesty. This study adds to the current body of knowledge of nursing literature regarding academic dishonesty and clinical integrity. Results could provide assistance to higher education institutions to solve problems involving academic dishonest behaviors on college campuses. This study builds on the current literature and serves as a foundation for future research to solve this decades old problem. </p><p>

<p> Gross inequality in access to health services is a common problem in developing countries like Panama. This study responds to the current shortage of physicians from economically depressed communities in Panama. By using qualitative research methods, I examined the personal, financial, curricular and environmental factors that shape low-income students&rsquo; commitment to become physicians; the forces that shape these medical students to practice medicine once they graduate; and how policies and institutional practices in medical schools in Panama influence rates at which low-income students become physicians. Specifically, data sources were used to explore how the nation&rsquo;s educational policies, as well as recruitment, admissions, and student support practices in medical schools, influence rates at which low-income students become physicians. Documents were analyzed to determine statistical trends in medical school enrollment and completion for some of the selected medical schools; and the availability and effectiveness of various policy initiatives enacted to increase the production of physicians across the country. </p><p> Interviews were conducted with senior academic officers of medical schools (e.g., vice provost, deans and directors) and others who know much about the country&rsquo;s current human resources challenges in medicine (e.g., a former minister of health, the deputy minister of education, and the health senior adviser to the president of Panama). Interviews with these stakeholders provided insights into the educational, political, and economic forces that shape whoever enrolls in and ultimately completes medical school. Additionally, recent graduates or students in their final year of medical school from four schools of medicine in the Republic of Panama participated in focus groups, to offer information into the personal, familiar and institutional factors that supported and undermined low-income students&rsquo; goals of becoming doctors. Some attention was paid to socioeconomic demographics of communities in which certified physicians ultimately choose to practice. </p><p> The findings of this study provide Panamanian policymakers with valuable information for defining better approaches to train physicians for underserved areas and may help Panama achieve compliance with the millennium objectives that were agreed to by member countries of the World Health Organization in 2000. Finally, implications for future research on the training of low-income students to become physicians in underserved communities are proposed.</p>

The purpose of this quasi experimental, two group pretest posttest quantitative design study was to explore the influence of content delivery method for a lifetime fitness or wellness course on the impact of student learning outcomes. Also, student satisfaction of the course and instructor were examined. Specifically, two teaching methods of instruction were examined: the flipped classroom model (FCM) and the traditional lecture model (TLM). Cheng, Ritzhaupt, and Antonenko’s (2019) “Effects of the Flipped Classroom Instructional Strategy on Students’ Learning Outcomes: A Meta-Analysis,” which looked at 55 publications between 2000 and 2016, found statistically significant results in favor of the flipped classroom instructional strategy on student learning outcomes. Therefore, it was hypothesized that the flipped classroom model would improve undergraduate students’ learning outcomes of understanding of health content knowledge, physical activity level, physical fitness, and course satisfaction for a college-level lifetime fitness or wellness course as opposed to the traditional lecture class normally taught. Pretest and posttest data were collected. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

Objective. The purpose of this study was to gain an understanding of teaching strategies used by approved clinical instructors (ACI) to facilitate student learning during clinical experiences in athletic training. Design and setting. A qualitative case study design was used to examine the questioning skills of ACIs at an athletic training education program (ATEP). Subjects. Participants consisted of eight ACIs and 24 athletic training students (ATS) affiliated with an ATEP. Measurements. Data consisted of: 23 field observations and field audio recordings, eight interviews with ACIs, and 64 stimulated recall interviews with ATS and ACIs. Data was analyzed through open, axial, and selective coding and coding for process. Cognition level of questions posed by ACIs was analyzed using a Question Classification Framework (Sellappah et al, 1998). Results. Three themes emerged. Theme 1: Approved Clinical Instructors in Athletic Training: training technicians or educating problem-solvers. Theme 2: Creating and nurturing learning relationships to establish enriching clinical learning environments. Theme 3: Cognitive engagement of the learner: active or passive participant. Conclusions. The affective and cognitive tone of the clinical learning environment appears to be related to ACIs beliefs and attitudes, ATS active or passive participation in the experience and the strength of the learning relationship between the ACI and the ATS. ACI selection and utilization of teaching and questioning strategies is related to ACI beliefs and attitudes toward clinical education and the purpose of clinical experiences. ACIs who identify more strongly with ACI as athletic training educator tend to possess student centered teaching strategies that support student exploration and creativity. ACIs that identify more strongly with ACI as service provider tend to possess instructor centered teaching strategies that support student identification and replication of athletic training skills and knowledge. Implications. ACIs use of strategic questioning and student centered teaching strategies appears to be strongly related to the ACI's beliefs and attitudes toward clinical experiences and his or role as an ACI. A shift away from apprenticeship learning environments toward problem-solving learning environments may require a shift in ACI beliefs and attitudes.

<p> The purpose of this qualitative study was to better understand how institutional infrastructures influence the experience of faculty holding joint appointments by exploring this phenomenon in three U.S. schools of public health. The data for this research were collected through interviews with joint faculty as well as key administrators at each of the three sites. Observations from site visits as well as institutional documents were also used as part of the case study design. Institutional documents included accreditation self-study reports, institutional bylaws and policies, websites, and strategic plans. </p><p> Analysis of the case studies suggests that it is not a specific administrative infrastructure per se that prevents problems associated with joint appointments and/or promotes faculty satisfaction; rather, what matters is how the infrastructure aligns with organizational culture. In addition to looking inward to institutional culture, the study also suggests that schools should 1) foster strong faculty mentoring for joint faculty, 2) prioritize institutional transparency around joint appointment decision-making, 3) value and appreciate the unique arrangements and contributions of joint faculty and 4) recognize that place in career may influence joint faculty experience. (Abstract shortened by ProQuest.)</p>

<p> This study examines the organizational and contextual factors associated with faculty mentoring programs in academic medicine within major research institutions in the United States, and explores the usefulness of organizational behavior theory in understanding these relationships. To date, many formal faculty mentoring programs are in operation in higher education, yet little is known about why certain practices are favored or thought to be more effective than others, as differentiated from mentoring programs in the business sector. The original conceptual framework of this qualitative multiple cross-case study was based upon faculty mentoring program success factors gleaned from the literature being grouped by one of three perspectives of organizational behavior theory, i.e., structural, political, or symbolic, and examining these variables through the perspective to which they were assigned. Using this approach, very few organizational similarities were found among the twelve faculty mentoring programs in this study. However, by reversing the conceptual framework, and examining each program variable from the three organizational perspectives, six multi-dimensional organizational themes emerged that transcend the program variables: commitment, expectations, responsibility, accountability, community, and transformation. Three of these themes are evident across all organizational perspectives: commitment, expectations, and responsibility. Accountability is evident from a dual structural/political perspective. Community is evident from a dual structural/symbolic perspective. And, transformation is evident from a dual political/ symbolic perspective. Although specific &ldquo;how to&rdquo; advice is limited, this study provides support for a multi-dimensional theoretical framework for academic organizations to optimize formal faculty mentoring relationships. This study demonstrates that maximizing these six dimensions within a faculty mentoring program, to the fullest potential within organizational constraints, provides the ideal faculty mentoring program format for that particular academic culture. This model also situates these six dimensions within an academic culture, which allows faculty development professionals to identify the organizational domains that exert the most influence over these dimensions within their faculty mentoring programs. The redesign of how organizational behavior theory was applied within this study revealed a new organizational understanding of faculty mentoring programs within academic cultures. This discovery provides a promising new direction for further study. </p>