No description available.

This study examines the impact of the transition from diploma to degree on the initial education and training of three para-professions in England; chiropody, occupational therapy (OT) and radiography. It focuses on the nature of and reasons for changes to their initial professional education and training and the potential impact of these changes on their professionalisation. The study adopted a multiple method approach; a historical review, which included documentary sources and interviews with key informants, aimed at identifying how and why these three para-professions wanted to achieve all-graduate entry, and the use of case studies to explore the differences between the diploma and degree courses. It is concluded that the achievement of all-graduate entry for these para-professions was an unintended consequence of the policies of the then government. As a result of the achievement of all-graduate entry changes were made to the respective diploma courses of these para-professions. The extent of these changes were related to the level of control and influence that the professional bodies exercised over the diploma courses. All the degree courses shared the following features: the development of autonomous, reflective practitioners who are life-long learners, an emphasis on theory rather than practice, and emphasis on propositional knowledge and the study of research methods. Although the degree courses for these para-professions achieved approval from HEIs it is argued that degree education is a contested concept. It is apparent that the para-professionals believed that the achievement of all-graduate entry would improve their professional status. However, it is evident from the study findings that it served to maintain rather than enhance their social status and market position. Changes to the initial education and training of these para-professionals were the results of the para-professionals having to respond to prevailing social, political and economic circumstances. If they had not taken this action it is suggested that their social status and market position may have been adversely affected.

Made available in DSpace on 2018-06-18T13:27:10Z (GMT). No. of bitstreams: 0 Previous issue date: 2017 / Introdução: Instituídas em 2014, as Diretrizes Curriculares Nacionais (DCNs) do Curso de Graduação em Medicina contêm várias recomendações, especialmente para o Internato Médico. Apesar do reconhecimento da necessidade de mudanças na educação médica, no que se refere à capacitação profissional para atender as demandas da comunidade, a instituição dessas DCNs foi considerada, por muitos, pouco democrática. O seu processo de implantação pelas Escolas Médicas ainda é pouco estudado. Objetivos: Analisar o Internato Médico em Escolas Médicas do Estado do Rio de Janeiro, após a instituição das Diretrizes Curriculares Nacionais para o Curso de Graduação em Medicina de 2014, sob a ótica dos Coordenadores/Diretores de Curso e Coordenadores do Internato. Metodologia: Nessa investigação, foram utilizadas abordagens qualitativas e quantitativas, com a participação dos Coordenadores/Diretores de Curso e Coordenadores de Internato. Em março de 2016, o Estado do Rio de Janeiro possuía 19 cursos de medicina em 15 Escolas Médicas. Destes, nove cursos participaram da pesquisa. A população de estudo foi representada por 13 participantes, nove Coordenadores de Curso e quatro Coordenadores de Internato. Foi aplicado um instrumento de pesquisa composto por questões fechadas, abertas e uma escala atitudinal. Para a análise dos dados, a escala foi avaliada por análise estatística e as respostas das questões abertas foram submetidas à análise de conteúdo, na modalidade análise temática. Resultados e Discussão: Na visão dos Coordenadores participantes da pesquisa, todas as Escolas Médicas estão em processo de adequação às determinações das DCNs de 2014. A maioria está de acordo com a inclusão obrigatória, no Internato, das áreas de Urgência e Emergência, Atenção Básica e Saúde Mental. Muitas são as dificuldades encontradas no processo de implantação e/ou reestruturação dessas atividades no Internato: a escassez de cenários; precariedade dos cenários existentes na Emergência do Sistema Único de Saúde; falta de docentes/preceptores e o prazo estabelecido para a implantação das Diretrizes. Entretanto, os coordenadores têm planejado/utilizado algumas estratégias como a diversificação dos cenários de prática, a criação de estágios eletivos, o estabelecimento de convênios e parcerias, o desenvolvimento de atividades integradas com outras áreas do Internato e a utilização de laboratórios de simulação realística. Considerações finais: As Escolas Médicas vivem um momento de transformação curricular, impulsionado pelas DCNs. Esse momento deve ser encarado como uma oportunidade para revisitar o Internato Médico e, possivelmente, encontrar estratégias para o aprimoramento da formação médica nesse espaço privilegiado da graduação. Acredita-se que a divulgação dos resultados dessa pesquisa possa auxiliar as Escolas Médicas no processo de apropriação e implantação das determinações das DCNs de 2014. / Introduction: Instituted in 2014, the National Curricular Guidelines (NCG) of the Undergraduate Medical Course contains several recommendations, especially for the Medical Internship. Despite the recognition of the need for changes in medical education, in terms of professional training to meet the demands of the community, instituting these NCG was considered by many to be less democratic and its implementation process by the Medical Schools is still little studied. Objectives: to analyze the Medical Internship in Medical Schools of the State of Rio de Janeiro, after instituting the National Curricular Guidelines for the Medical’s Undergraduate Course of 2014, according to the Coordinators / Course Directors and Internship Coordinators. Methodology: In this research, qualitative and quantitative approaches were used, with the participation of Coordinators / Course Directors and Internship Coordinators. In March 2016, the State of Rio de Janeiro had 19 medical courses in 15 Medical Schools. Of these, nine courses participated in the research. The study population was represented by 13 participants and of these 09 Course Coordinators and 04 Internship Coordinators. We applied a research instrument composed of closed-ended and open-ended questions and an attitudinal scale. For data analysis, the scale was evaluated by statistical analysis and the answers of the open-ended questions were submitted to content analysis, in the thematic analysis modality. Results and discussion: In the view of the Coordinators participating in the research, all Medical Schools are in the process of adapting to the NGC’s determinations of 2014. The majority are in agreement with the mandatory inclusion of Urgency and Emergency, Primary Care and Mental Health in the Internship areas. There are many difficulties that we encountered in the process of implantation and / or restructuring of these activities in Internship: the scarcity of scenarios; precariousness of the existing scenarios in the Emergency of the Unified Health System; lack of teachers / preceptors; and the deadline established for the implementation of the Guidelines. However, the coordinators have planned / used some strategies such as the diversification of practice scenarios, the creation of elective internships, the establishment of agreements and partnerships, development of integrated activities with other Internships areas and the use of realistic simulation laboratories. Final considerations: The Medical Schools live a moment of curricular transformation, encouraged by the NCG. We must see this moment as an opportunity to revisit the Medical Internship and, possibly, to find strategies for the improvement of medical training in this privileged space of the undergraduate. We believe that the dissemination of this research’s results can help the Medical Schools in the process of appropriation and implementation of NCG’s determinations of 2014.

This study is a historical analysis of the significant events from 1960 leading to the establishment of Texas College of Osteopathic Medicine (TCOM) in 1975 and a depiction of the actions of key individuals contributing to the development of the College. Included is a description of the environment and the controversy between the allopaths and osteopaths that resulted in a request in 1961 by the American Osteopathic Association to establish more osteopathic medical schools.

Thesis (doctoral)--Justus Liebig-Universität Giessen, 2008.

Traditionally, medical residency positions have been primarily funded by the federal government. However, due to declining governmental funding support over time, medical schools have resorted to fund these programs through other means such as clinical fees and payments for services. This change has affected the number and types of residencies available to medical school graduates. The purpose of this study was to measure how the availability of fiscal resources shape mission-related outputs, particularly medical residency positions at medical schools. Using academic capitalism as the theoretical framework provided a lens through which to examine how federal policies have shaped the availability and funding of medical residencies today at the institutional level. This concept has been studied in traditional colleges and universities and how they balance mission and money, but less so in the context of medical schools. This study used a fixed effect panel analysis to study the impact of selected variables over a 10-year period on financing of medical residencies. Findings included that tuition revenues, paid for by undergraduate medical students, are increasingly funding medical residency positions. There was little to no effect from hospital revenues and federal research monies on increasing the number of medical residency positions. The funding of university based medical education is particularly timely and of national importance to understand the consequences of federal policies for medical schools and how medical residency funding caps and limits have affected one of the missions of medical schools which is to train physicians.

No description available.

This study explores the management of equity in medical schools in South Africa using both quantitative and qualitative research methods. Notions and models of equity are discussed and student and staff profiles in medical schools are contrasted with national and international profiles. in-depth unstructured interviews are conducted with select senior and executive management members at national, institutional and faculty of medicine levels to identify the challenges and best practices associatd with promoting equity in medical schools in five broad areas, namely, staff, students, curriculum, research, and policies and practices. The study shows significant contextual differences between medical schools and their universities resulting in divergent trends in the student and staff profiles. Historically Black medical schools continue to provide access to aproximately 68% of African MBChB students. Postgraduate students remain predominantly White men and although more female than male students are enrolled for MBChB, the few females entering postgraduate training are segregated in particular areas of specialisation. Redressing the historically determined prevailing inequities in medical schools, in terms of race, gender and class, is inextricably linked to different management ideologies, management policies and practices, economic factors and discipline specific power dynamics. To manage equity inmmedical schools more efficiently, it is recommended that a single, separate budget be allocated to medical schools for staff appointments and student training. The management of academic health complexes should be under the jurisdiction of a national, joint Department of Education/Department of Health structure. Such a structure should, at a national level clarify, co-ordinate and monitor equity in medical schools and ensure that policies and practices in medical faculties are aligned to national strategic transformation frameworks and equity goals of higher education and health. Monitoring could include analyses of student applications, admissions, failure, drop-out and graduation rates of students. The establishment of a comprehensive database of South African medical doctors by race, gender, area of specialisation and location of practice is needed to track trends and shifts. / Educational Studies / D. Ed. (Educational Management)

This study explores the management of equity in medical schools in South Africa using both quantitative and qualitative research methods. Notions and models of equity are discussed and student and staff profiles in medical schools are contrasted with national and international profiles. in-depth unstructured interviews are conducted with select senior and executive management members at national, institutional and faculty of medicine levels to identify the challenges and best practices associatd with promoting equity in medical schools in five broad areas, namely, staff, students, curriculum, research, and policies and practices. The study shows significant contextual differences between medical schools and their universities resulting in divergent trends in the student and staff profiles. Historically Black medical schools continue to provide access to aproximately 68% of African MBChB students. Postgraduate students remain predominantly White men and although more female than male students are enrolled for MBChB, the few females entering postgraduate training are segregated in particular areas of specialisation. Redressing the historically determined prevailing inequities in medical schools, in terms of race, gender and class, is inextricably linked to different management ideologies, management policies and practices, economic factors and discipline specific power dynamics. To manage equity inmmedical schools more efficiently, it is recommended that a single, separate budget be allocated to medical schools for staff appointments and student training. The management of academic health complexes should be under the jurisdiction of a national, joint Department of Education/Department of Health structure. Such a structure should, at a national level clarify, co-ordinate and monitor equity in medical schools and ensure that policies and practices in medical faculties are aligned to national strategic transformation frameworks and equity goals of higher education and health. Monitoring could include analyses of student applications, admissions, failure, drop-out and graduation rates of students. The establishment of a comprehensive database of South African medical doctors by race, gender, area of specialisation and location of practice is needed to track trends and shifts. / Educational Studies / D. Ed. (Educational Management)