M.Tech. (Radiography (Diagnostic)) / In order to meet the needs of the country South African radiographers need to become multi skilled radiographers. Empowering diagnostic radiographers with pattern recognition skills to enable them to comment on images could address the problem in many South African departments where a shortage of radiologists’ results in delayed reports or no reports to referring doctors. The research assessed the ability of qualified diagnostic radiographers in two Gauteng Government Hospital’s to apply pattern recognition and provide a comment on a radiograph after training in musculoskeletal pattern recognition. The study employed a pre- and post-test model with an intervention which comprised training of radiographers in musculoskeletal pattern recognition. The post- test results showed a significant improvement in the accuracy of identifying abnormal images and the comments provided were more complete than before training. Thus the intervention was successful in improving the ability of the radiographers to recognize normal and abnormal images, however, the training would need to be more extensive for an accurate comment to be provided on musculoskeletal images.

The historical roots of traditional and modem Western medicine have been the same, but during the past century these systems have diverged modem medicine has became dominant, replacing traditional systems in much of the world and denigrating them as quackery. In recent years there has been a resurgence of interest in traditional systems, with a remarkable change in attitude among health care professionals in many parts of the world. There is an increasing emphasis upon the importance of health care providers familiarizing themselves with specific culture-bound syndromes and their manifestations, in order to provide quality care to culturally diverse clients seeking health care services. Thus, there is a need for a complementary relationship between traditional healing practices and modem medicine in the world, reflecting the importance of respect for cultural diversity in health planning. The research problem assumes a relation between three distinctive dimensions of reality, namely, the industrial mentality, culture, and education. These dimensions will be discussed - according to the relation-axes model introduced by Wielemans and Chan (1992:19), which investigates the complexity of relationships between man and himself, man and fellowmen, man and nature, and man and the transcendental. In Kuwait the traditional healing practices will be examined according to Islamic medicine and its contribution to health care. A comparison of modem and Islamic medicine is formulated and recommendations are made for the training health care professionals in Kuwait. / Educational Studies / D. Ed. (Comparative Education)

Genetic counselors are healthcare professionals who work with patients and families affected by or at risk for conditions with a genetic cause or component. They act as purveyors of genetic and genomic testing and support the translation of test results into targeted and personalized medical care. Innovations, which arise and are introduced into practice continuously, compel genetic counselors to update their skills, knowledge, and approach quickly to ensure adequate and appropriate care of patients. The purpose of this study was to explore the professional learning strategies utilized by genetic counselors, with particular attention to learning which occurs in response to innovation. Utilizing critical incident questionnaires, interviews, and a database of credits accrued for continuing education, this study sought to contribute to a detailed understanding of genetic counselors’ professional learning and how strategies may vary by specialty or years of experience. Genetic counselors were found to utilize reflection to identify learning needs arising within uncertain, complex, and ambiguous circumstances of practice, and match those needs to appropriate learning strategies. Prized learning strategies included reading to gather information, discussion with colleagues to curate alternative perspectives and past experiences, and experimentation to actively test ongoing apprehension. Through strategies which were permeable, complementary, and active, genetic counselors demonstrated their abilities to synergize learning, practice, and novel, complex, ambiguous, and uncertain environments.

Medical practice entails lifelong learning of both the science and art of medicine. However, it is not easy to teach or observe what one has learned about the latter. Previous literature has found that learning during the clinical phase is influenced by both the macro, structural issues and micro, individual factors. This ethnographic study investigates the deliberate, systematic, and sustained effort of clinical education at a district hospital in Taiwan in order to find out how medical educators can train and retain caring and competent physicians. It focuses on the students’ experiences during their clerkship, formal and informal teachings such as ward rounds, teachings at the operating room, and fortnightly medical humanities discussions, as well as what the hospital has done to create a conducive environment for teaching and learning. Using a grounded theory approach, it uncovers the problems novices face in clinical practice and learning and effective techniques expert clinicians use in teaching. It concludes that the most effective and efficient education happens when learning is made explicit and visible, when teachers actively engage students in legitimate peripheral participation, when learners become self-directed in their endeavors, and when there is a community of reflective practitioners.

The historical roots of traditional and modem Western medicine have been the same, but during the past century these systems have diverged modem medicine has became dominant, replacing traditional systems in much of the world and denigrating them as quackery. In recent years there has been a resurgence of interest in traditional systems, with a remarkable change in attitude among health care professionals in many parts of the world. There is an increasing emphasis upon the importance of health care providers familiarizing themselves with specific culture-bound syndromes and their manifestations, in order to provide quality care to culturally diverse clients seeking health care services. Thus, there is a need for a complementary relationship between traditional healing practices and modem medicine in the world, reflecting the importance of respect for cultural diversity in health planning. The research problem assumes a relation between three distinctive dimensions of reality, namely, the industrial mentality, culture, and education. These dimensions will be discussed - according to the relation-axes model introduced by Wielemans and Chan (1992:19), which investigates the complexity of relationships between man and himself, man and fellowmen, man and nature, and man and the transcendental. In Kuwait the traditional healing practices will be examined according to Islamic medicine and its contribution to health care. A comparison of modem and Islamic medicine is formulated and recommendations are made for the training health care professionals in Kuwait. / Educational Studies / D. Ed. (Comparative Education)

Stroke is the fifth leading cause of death in the United States. Minority groups are disproportionately affected, particularly African Americans, who are three times more likely to be affected than their White counterparts. An effective strategy for addressing these disparities is to improve knowledge of stroke risk factors through innovative and culturally tailored education programs delivered by community health workers (CHW), such as the Columbia Institute for Training Outreach and Community Health (InTOuCH) program. The purpose of this study was to develop and validate outcome measures generated by the Stroke Literacy Assessment Test (SLAT) designed for use with community health workers (CHW) in a stroke prevention training program. The specific aims were to: 1) identify gaps in the literature related to assessment measures in stroke literacy for CHWs, 2) assess and evaluate the need for a stroke literacy assessment test for CHWs, 3) demonstrate evidence of the validity and reliability for the stroke literacy assessment test, and 4) assess stroke literacy in a sample of CHWs participating in the Columbia InTOuCH stroke prevention training program. The scoping review of literature demonstrated that CHW–specific competency assessment methods were limited, with few or no domain-referenced tools on stroke risk factors that complied with measurement standards. Guided by the CHW assessment context, the study applied a unified instrument design and validation approach using an iterative Process Model to develop the SLAT. The SLAT content domain was first specified to produce an initial item pool. Both were content validated by external expert review and refined. Next, empirical validation continued with evidence on examinee response processes, diagnostic item statistics and quality, total score reliability and verification of theoretically expected subgroup differences in SLAT scores. The iterative design process yielded a subset of well-functioning items of the initial 46. These were assembled to construct a final assessment test for empirical evaluation. The final SLAT was administered to 68 CHW alumni of the InTOuCH training program. Results showed that a 34-item SLAT that assesses the factual knowledge and application levels of cognition demonstrates sufficient validity and reliability for use with CHWs specializing in stroke prevention efforts.

The sequence of events leading to the implementation of a change in emergency physicians' practice and the learning activities and processes undertaken are examined and described in this study. A qualitative case study design was utilized and semi-structured interviews were employed as the primary means of data collection. Thirty emergency physicians were interviewed in face-to-face or telephone interviews. One change that required learning was selected per physician for an in-depth interview. The following factors were examined: motivation to change a practice behavior, time to implementation of changes, source of awareness, barriers to change, use of learning resources, stages in the change process, and method of learning.

This project surveyed 21 respondents to determine whether family medicine physician assistants' medical education and training while in residency is sufficient to assess or identify domestic violence. The project found that although family medicine physician assistants do receive education and training on domestic violence, it is insufficient because victims may still go undetected and unserved.

This dissertation examines factors with influence on the organizational cultural competence of Emergency Medical Services (EMS) systems. The purpose of this study was to draw on theories of representative bureaucracy and transformational leadership to assess cultural competence in Emergency Medical Services systems from the perspective of EMS leadership, within careful consideration of the external environment in which EMS systems operate. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

Thesis (MNutr (Interdisciplinary Health Sciences. Human Nutrition))--University of Stellenbosch, 2007. / Introduction In order to address poor breastfeeding rates, both nationally and internationally, there is a great need for ongoing breastfeeding training for students of health care professions and health care workers (HCWs). Despite the availability of courses, there is a need for new approaches to ensure greater and more effective coverage in breastfeeding training. The students of today relate well to the use of computers in the learning environment. It was therefore deemed appropriate to explore this training method as a means to enhance the breastfeeding learning experience for students of health care professions and, more specifically, for undergraduate dietetic students. This study was aimed at adapting and validating an Indian computer-based undergraduate breastfeeding training module, intended for use by South African (SA) undergraduate dietetic students, in order to assess whether computer-based learning in breastfeeding training could address the relevancy of the topic, assess how students view the learning experience and determine whether it could contribute to a gain in knowledge of the subject. Methods An Indian computer-based undergraduate breastfeeding training module in PowerPoint format was adapted to suit the SA scenario. It was converted into web-based interactive material using the Virtual Training Studio (VTS) software tool. The adapted module was assessed for face and content validity by 19 peer reviewers and 17 third year Stellenbosch University (SU) dietetic students, by means of a self-administered questionnaire. A focus group discussion was also conducted with the third year students. The impact of the adapted module on knowledge was evaluated by means of a pre- and post-knowledge test on a total of 29 second year SU (n=14) and University of the Western Cape (UWC, n=15) dietetic students. Results All of the peer reviewers and students were of the opinion that their information technology (IT) skills were sufficient to complete the adapted module. The majority of the peer reviewers (94%, n=17) also indicated that they had adequate IT facilities and that it was feasible to administer the module. Peer reviewers and students enjoyed the presentation and delivery mode of the adapted module. Third year students indicated that computer-based learning (CBL) was a “nice way of learning”, but pleaded that it should not be used as the sole source of instruction. The majority of the peer reviewers and students (53%, n=19) rated the mode of learning to be equally effective compared to conventional lectures, 35% rated it as being more effective and 11% as less effective. Eighty six percent of peer reviewers and students felt that the information in the adapted module was sufficient to enable the students to take the necessary preventive- or treatment action. The majority (91%) were of the opinion that the information in the adapted module was appropriate for the specific needs and cultural context in SA. There was a significant increase in the knowledge test scores for second year students at SU and UWC. Conclusion The SA VTS breastfeeding training module can be integrated effectively as part of multi-media methods to increase knowledge and enhance breastfeeding training for undergraduate dietetic students, as well as other students of health care professions and, possibly, HCWs in institutions striving to become Baby Friendly.