There has been very little research in the area of art as therapy with respect to curriculum for the art room. In-service and pre-service teachers are not trained, or prepared, to talk about death and losses with their students. This study surveyed pre-service teachers attitudes toward lesson plans for children about loss. The idea of using art as a creative way to mourn or grieve is an innovative idea. Future research must be conducted to determine if art specialists, in-service teachers, parents, and school administration would agree that curriculum on loss for use by an art specialist or regular classroom teacher would be helpful when presented as part of a death education curriculum.

Medical education leaders have been concerned about the decline in professionalism among medical students. While many studies have documented the professional socialization of medical students most have simply noted the process or examined the adaptation on the part of the students to the environment of the academic health center. Few have examined the socialization of professionalism, although many articles in the literature have discussed the lack of professionalism seen among medical students and they progress through their medical education. This is seen in students' distancing from patients, adopting the use of dehumanizing terminology when referring to patients and their families, and the decline in psycho-social functioning. There appear to be many factors that have facilitated this decline in professional values. Some include the increasing involvement of managed care in the teaching hospital, requirements for faculty to increase their clinical revenue thus reducing their time spent with students, and relegation of the teaching of medical students to residents. This study examines an alternate environment, the rural site, as one that may favor the adoption of the traditional or core professional values of physicians. This research qualitatively examines student's comments related to their involvement in a rural medical education program. This program, which selects 15 students each year from the entering class of medical students, seeks to nurture interest in rural practice. These medical students appear to have increased exposure to professional values due to their increased time spent in the rural environment. These teaching sites provide an alternative with which to compare the values held and reinforced in the academic health center. The values in the rural environments appear to be different than those in the academic health center, and seem to reflect professionalism in ways that are more consistent with the traditional values of physicians. These values include ones such as service to the community, altruism, honesty, respect and collegiality. The professional socialization of medical students requires the socialization of professional values. The rural medical education sites examined here through the students' comments reflect a different type of experience, one in which professional values are modeled, expected and upheld.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3811. Adviser: Thomas M. Duffy. Title from dissertation home page (viewed May 8, 2008).

Thesis (M. S.)--Oklahoma State University, 2005. / Vita. Includes bibliographical references (p.63-66).

Thesis (Ph.D.)--Oklahoma State University, 2009. / Vita. Includes bibliographical references.

Collaborative patient-centered practice (CPCP) is an area of interest for continuing education in healthcare because it has the potential to increase the efficiency and effectiveness of health services. Because ELearning is becoming increasingly popular, the primary purpose of this qualitative intrinsic case study was to examine the design, development, delivery, and evaluation of a non-credited, six-week, continuing education online workshop about interprofessional education for collaborative patient-centered practice (IECPCP). This workshop was offered at no cost to the participants. The secondary focus of this study examined the self-reported outcomes that participants perceived they had achieved through the workshop in terms of the knowledge, skills, attitudes, and practices necessary to stimulate CPCP in the workplace. Three groups of participants (a total of 31 participants), were included in this intrinsic case study. The first group of six participants took part in a survey-based needs analysis to inform the design of the workshop. The second group of three participants formed the production team. During interviews, the production team members offered retrospective feedback on the design and development of the workshop based on the learners' comments. The third group of 22 participants included the learners who registered in the workshop and completed one or more data collection methods designed to capture their eLearning experience. The data collection methods included a pre-workshop survey, a temperature check, a post-workshop survey and email, and a post-workshop interview. A descriptive analysis was completed for the survey data and course records. The interview data was subjected to an interpretive analysis using the constant comparison method. All data sets were triangulated and interpreted through the lens of socioconstructivism with specific emphasis on Vygotsky's sociocultural theory. The results showed that in a continuing education context where learners are not asked to pay a registration fee, the rate of participation in an online workshop is closely linked to personal and professional motivational factors that can outweigh all design aspects of the learning resource. This study also showed that the more time the learners spent interacting with the learning resource, other learners, and the facilitator, the more they reported examples of the following: moving from knowledge construction about CPCP toward the development of CPCP skills; the adoption of attitudes conducive to CPCP; and the application of practices that stimulated CPCP in the workplace. This intrinsic case study suggests that all aspects of motivation and participation should be integrated within an eLearning model to influence the way online programs are designed, developed, delivered, and evaluated for this particular target group of learners. Integrating the concepts of motivation and participation into online program design, development, delivery, and evaluation will likely create an environment that stimulates active engagement in the online learning process.

Municipal water fluoridation began in 1945, and in the past 70 years, it appears to have decreased the rate of dental caries nationwide. Despite being deemed one of the top ten innovations of the 20th century, there continues to be misconceptions with this controversial practice. The intent of this thesis is to address some of the misconceptions with water fluoridation, and what possible solutions could be provided to alleviate the concerns. This was accomplished through a literature review of current research articles. Two main topics were explored: the public health and oral health concerns and how they contribute to the controversy. Results from the literature show that there was an increasing campaign from anti-fluoridators that use misleading information to advocate for ceasing water fluoridation. There was also a common concern about fluoridated water causing dental fluorosis. Furthermore, there was a trend with the lack of education and knowledge about water fluoridation, predominately in rural and low-income communities. Overall, it was reasoned that the best way to reduce the misconceptions of water fluoridation is to increase educational opportunities through medical professionals creating inter-department relationships and redirecting various government programs to target different populations.

Thesis (MPhil (Centre for Health Science Education))--University of Stellenbosch, 2009. / Introduction: Exposure to the clinical learning environment forms an essential part of nursing education. Individual student perceptions of this multi-dimensional context can greatly influence their clinical learning experiences. Insight into these perceptions may assist nurse educators in facilitating optimal learning outcomes. Aim: The aim of this study was to promote an awareness of the possible impact of various aspects of the clinical learning environment and nursing students’ perceptions thereof, on their learning experiences; and to generate guidelines for facilitating optimal learning outcomes. Methods: A qualitative, interpretive study, investigating nine individual second-year nursing students, was undertaken in a private hospital in South Africa. Interview transcripts were thematically analyzed. Results: Four themes and eleven sub-themes emerged, highlighting the impact of student nurses’ perceptions of the various aspects of the clinical learning environment on their learning experiences. Discussion: The impact of students’ perceptions of the clinical learning environment on their learning experiences is discussed. Recommendations are provided for measures to increase the focus on student-centered learning in the selected clinical context. Conclusion: The challenge remains to best prepare students for the complexities and dynamics of the workplace learning environment, while at the same time modifying this environment to effectively meet students’ learning needs.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Since the SPICES (S: student centred; P: problem-based learning; I: integration; C: community based/hospital based; E: electives; and S: systematic apprenticeship based) model of medical curriculum was proposed by Harden, most medical schools worldwide have introduced curriculum changes toward a paradigm shift in teaching and learning. Walter Sisulu University (WSU) introduced such changes in 1992 when problem-based learning (PBL) was implemented in the medical school. This research assignment examines the level of horizontal integration within the WSU Bachelor of Medicine and Bachelor of Surgery (MBChB III) programme. The purpose of the study was to determine the students’ and tutors’ perceptions of integration in the curriculum. A cross-sectional descriptive survey was designed and piloted in 2009 and the questionnaire was then administered to MBChB III students who agreed to form part of the study. The tutors’ opinions on integration were also explored. A questionnaire on integration using a five-point Likert scale, was administered to both the students (12 questions) and the tutors (six questions). Six open-ended questions on integration were added to the students’ instrument and one to the tutors’ instrument, for qualitative analysis and to assist in triangulation. In addition, semi-structured interviews were conducted with the tutors individually. As a result of the survey, it seemed that all the students were “satisfied” or “very satisfied” with the level of integration of content and learning. All the tutors were aware of the need for integration, but some were not familiar with how the learning environment could be modified to enhance students’ approach to integration. MBChB III students at WSU highly valued the integration of learning and teaching during tutorials. Thirty-three per cent of the tutors, though, believed that integration increased their workload. All the tutors thought that integration facilitated students’ learning skills and promoted student engagement, learning and interaction with faculty. / AFRIKAANSE OPSOMMING: Sedert Harden die SPICES-model as mediese kurrikulum voorgestel het, het die meeste mediese skole in die wêreld kurrikulumveranderings ingevoer as ʼn paradigmaskuif in onderrig en leer. (S – studentgesentreerde; P – problemgebaseerde leer; I – integrasie; C – gemeenskaps-/hospitaalgebaseer; E– keusevakke; en S – gebaseer op sistematiese vakleerlingskap.) Die Walter Sisulu-universiteit (WSU) het in 1992 sulke veranderings aangebring toe probleemgebaseerde leer (PBL) in die mediese skool geïmplementeer is. Hierdie navorsingswerkstuk ondersoek die mate van integrasie in die Baccalaureus in Geneeskunde-program en Baccalaureus in Chirurgie-program (MBChB III) aan die WSU verder as die PBL-tutoriale kan vorder. Die doel van die studie was om te bepaal wat studente en studieleiers se persepsies oor die integrasie van die kurrikulum is. ʼn Beskrywende deursnee-opname is in 2009 opgestel en ’n loodsstudie is gedoen. Die opname is weer gebruik met MBChB III-studente wat ingestem het om aan die studie deel te neem. Studieleiers se menings oor integrasie is ook ondersoek. ʼn Vraelys oor integrasie volgens 'n vyfpunt Likert-skaal, is aan die studente (12 vrae) sowel as die studieleiers (ses vrae) gestel. Ses oop vrae oor integrasie is by die studente se instrument gevoeg en een by die vraelys vir die studieleiers ter wille van kwalitatiewe ontleding en triangulasie. Daarbenewens is ʼn semigestruktureerde onderhoud met elke studieleier individueel gevoer. Na afloop van die toepassing en ontleding van die opname was al die studente “tevrede” of “baie tevrede” met die vlak van integrasie van leer, met begrip en met die vlak van integrasie van inhoud. Al die studieleiers was bewus van die behoefte aan integrasie, maar sommige was nie vertroud met hoe die leeromgewing aangepas kan word om die studente se benadering tot integrasie te bevorder nie. MBChB III-studente aan die WSU het 'n hoë waarde geheg aan die integrasie van leer en onderrig tydens tutoriale. Drie-en-dertig persent van die studieleiers het egter geglo dat integrasie hulle werkslading verhoog. Al die studieleiers was van mening dat integrasie die studente se leervaardighede fasiliteer en die studente se deelname, leer en interaksie met akademiese personeel bevorder.

<p> Mint Green is a limited liability company who provides preventative health care services to the Greater Long Beach area. Mint Green is entering the Weight Loss Services Industry which is experiencing rapid growth due to the enactment of the Patient Protection and Affordable Care Act. Mint Green has the opportunity to reach approximately 65% of firms who offer health benefits to their employees. Mint Green&rsquo;s Healthy Eating and Lifestyle Plan (HELP) is the core instruction to the weight loss programs. Mint Green has four types of weight loss programs; each developed to satisfy a wide array of budgets. Mint Green is projected to yield a profitable margin.</p>