Global ETD Search

71	Wie stehen Medizinstudierende, Studienbewerber und Ärzte zur Feminisierung in der Medizin? / How do medical school applicants, medical students and doctors view the feminisation of medicine? Laurence, Dorothea 19 December 2017 (has links) No description available. 610 Medizin Feminisierung Auswahlverfahren Medizinstudium Auswahlkriterien Zulassungsverfahren Gender Geschlecht Umfrage Befragung Studierende Studenten Medizinstudierende Medizinstudenten Ärzte Abitur Zulassungstests Medizinertest Quote Bewerber Studienbewerber Geschlechterverhältnis Studierfähigkeitstest Feminisation Feminization Medicine Gender Job satisfaction Survey Medical students Questionnaire Selection criteria Admission test medschool medical school admission criteria Hospital Doctors Physicians Applicants gender ratio gender-ratio Medizin (PPN619874732) Allgemeinmedizin (PPN619875720)
72	Analysis of the undergraduate students' learning environment in a medical school in Zambia Ezeala, Christian Chinyere 11 1900 (has links) This study analysed the learning environment of undergraduate medical and health sciences students of the School of Medicine University of Zambia who were studying at the Ridgeway Campus. Premised on the theory that learner’s perception of the learning environment determines approach to learning and learning outcome, the study utilized a descriptive, quantitative, and non-experimental design to articulate the issues that characterise the learning environment of the programmes. The aim was to provide framework based on these, and use it to propose a strategy for improving the learning environment of the School. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was administered to 448 participants from year 2 to year 7 classes of medicine, pharmacy, and physiotherapy programmes. Total DREEM, subscale, and individual items’ scores were analysed statistically and compared by analysis of variance among the programmes. The issues determined formed the framework for strategy development, and strategic options were proposed based on evidence obtained from literature. With a global DREEM score of 119.3 ± 21.24 (59.7 %), the students perceived their learning environment as “more positive than negative.” One sample binomial test of hypothesis for categorical variables returned a p value <0.05, with a verdict to ‘reject the null hypothesis,’ thereby confirming a more positive than negative perception. Subscale scores also showed ‘more positive’ perception. There were no significant differences between scores from the different programmes when compared by Games Howell test, P> 0.05, thereby upholding the second hypothesis. Analysis of individual items revealed problems in six items, which were summarised into four strategic ssues: inadequate social support for stressed students, substandard teaching and mentoring, unpleasant accommodation, and inadequate physical facilities. The implications of the findings for theory and practice were discussed and strategic options proposed to address the issues. The study concludes that analysis of the learning environment of medical schools provides more insight for strategic planning and management. / Health Studies / D.Litt. et Phil. (Health Studies) Accreditation DREEM questionnaire Educational evaluation Factual overload Learning environment Medical education Medical school Social support Strategic planning Student-centred learning Students’ satisfaction Undergraduate students University of Zambia 610.7116894 College students -- Zambia -- Attitudes Student-centered learning -- Zambia Undergraduates -- Zambia -- Attitudes Attitude (Psychology) -- Zambia Student-centered learning -- Zambia
73	Does time matter? : a search for meaningful medical school faculty cohorts Guillot III, Gerard Majella January 2014 (has links) Indiana University-Purdue University Indianapolis (IUPUI) / Background. Traditionally, departmental appointment type (basic science or clinical) and/or degree earned (PhD, MD, or MD-PhD) have served as proxies for how we conceptualize clinical and basic science faculty. However, the landscape in which faculty work has considerably changed and now challenges the meaning of these cohorts. Within this context I introduce a behavior-based role variable that is defined by how faculty spend their time in four academic activities: teaching, research, patient care, and administrative duties. Methods. Two approaches to role were compared to department type and degree earned in terms of their effects on how faculty report their perceptions and experiences of faculty vitality and its related constructs. One approach included the percent of time faculty spent engaged in each of the four academic activities. The second approach included role groups described by a time allocation rubric. This study included faculty from four U.S. medical schools (N = 1,497) and data from the 2011 Indiana University School of Medicine Faculty Vitality Survey. Observed variable path analysis evaluated models that included traditional demographic variables, the role variable, and faculty vitality constructs (e.g., productivity, professional engagement, and career satisfaction). Results. Role group effects on faculty vitality constructs were much stronger than those of percent time variables, suggesting that patterns of how faculty distribute their time are more important than exactly how much time they allocate to single activities. Role group effects were generally similar to, and sometimes stronger than, those of department type and degree earned. Further, the number of activities that faculty participate in is as important a predictor of how faculty experience vitality constructs as their role groups. Conclusions. How faculty spend their time is a valuable and significant addition to vitality models and offers several advantages over traditional cohort variables. Insights into faculty behavior can also show how institutional missions are (or are not) being served. These data can inform hiring practices, development of academic tracks, and faculty development interventions. As institutions continue to unbundle faculty roles and faculty become increasingly differentiated, the role variable can offer a simple way to study faculty, especially across multiple institutions. medical school faculty cohort faculty vitality Medical sciences -- Study and teaching Clinical medicine -- Study and teaching College teaching -- Research Social cognitive theory -- Research Factor analysis -- Research Physician and patient -- Research Motivation in education -- Research

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