Thesis (Ed. D.)--University of Buffalo. / Includes bibliographical references (leaves 163-171).

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 2002. / Title from electronic submission form. Vita. Abstract. Includes bibliographical references.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2018-09-12T20:21:21Z No. of bitstreams: 2 José Antonio Nascimento Bressa.pdf: 497474 bytes, checksum: 77b3d0dbbedc48a9918998047615ce03 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-09-12T20:21:21Z (GMT). No. of bitstreams: 2 José Antonio Nascimento Bressa.pdf: 497474 bytes, checksum: 77b3d0dbbedc48a9918998047615ce03 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-04-11 / The teaching work of the medical professional in the compulsory curricular internship, brings reflections and questions about the dilemmas existing between his pedagogical performance and patient care. The objective of the research was to analyze the action of the doctor-teacher in his daily pedagogical practice, seeking to understand his identity, conceptions and educational experiences. This is a qualitative research (case study), involving the teachers of the boarding school of a private university in the interior of the state of São Paulo. The research procedures were: application of questionnaire, interview with semi-structured script and observation of the teaching action at boarding school. The analysis of data (content analysis) sought to characterize the action of the doctor-teacher in the construction of their professional identity, to unveil the didactic-pedagogical and assistance relationships in the development of daily activities, to evaluate the didactic-pedagogical process, to highlight the limits and possibilities The analysis of the doctor-teacher's actions regarding patient care and student teaching demonstrated the desire of teachers to acquire pedagogical and didactic resources in order to guarantee better quality teaching. Clearly we observed a greater ease in the medical action when compared to the teaching action. / O trabalho docente do profissional médico no estágio curricular obrigatório em regime de internato, traz reflexões e questionamentos sobre os dilemas existentes entre a sua atuação pedagógica e o atendimento ao doente. O objetivo da pesquisa foi analisar a ação do médico–docente em sua prática pedagógica cotidiana, buscando compreender sua identidade, concepções e experiências educativas. Trata-se de pesquisa qualitativa, (estudo de caso), envolvendo os docentes do internato de uma Universidade privada do interior do estado de São Paulo. Os procedimentos da pesquisa foram: aplicação de questionário, entrevista com roteiro semiestruturado e observação da ação docente no internato. A análise de dados (análise de conteúdo) buscou caracterizar a ação do médico-docente na construção de sua identidade profissional, desvelar as relações didático-pedagógicas e assistenciais no desenvolvimento das atividades cotidianas, avaliar o processo didático-pedagógico, destacar os limites e possibilidades no internato. As análises das ações do médico-docente quanto à assistência ao paciente e ensino ao aluno demonstraram o desejo nos docentes de se apoderarem de recursos pedagógicos e didáticos de forma a garantir um ensino de melhor qualidade. Claramente observamos uma maior desenvoltura na ação médica quando comparada à ação docente.

Thesis (Ph. D., Education)--University of Idaho, April 2009. / Major professor: Roger L. Scott. Includes bibliographical references (leaves 145-152). Also available online (PDF file) by subscription or by purchasing the individual file.

The General Medical Council now requires that all new medical graduates in the United Kingdom should be able to ‘function effectively as a teacher’. This thesis explores multiple perspectives on what this means, and the implications for medical student learning in relation to teaching. There is a lack of existing literature exploring how those involved in the undergraduate medical curriculum conceptualise teaching or what it means to function effectively as a teacher. There is also a lack of literature on what teaching recent medical graduates undertake, and what, if any, learning outcomes in teaching they and other key stakeholders think should be core for the undergraduate medical curriculum. To address these gaps in the literature, original data were gathered using 1) a Delphi study with eighteen experts in medical education, 2) semi-structured interviews with nineteen recent medical graduates, and 3) focus group interviews with twelve final year medical students. The three data sets were analysed individually, compared, then synthesised with the existing literature. All three participant groups articulated a wide range of conceptions of teaching, with considerable variation both within and between groups. The great majority thought that all medical students should learn about teaching as part of the undergraduate medical curriculum. Almost all of the recent graduates and medical students viewed teaching as part of the role of junior doctors working in the UK, although only two thirds of the recent graduates said they saw themselves as teachers. The recent graduates reported having delivered a wide range of teaching in their first year of work as junior doctors, and this correlated well with the range of teaching medical students reported having received from junior doctors. Teaching undertaken by recent medical graduates could be grouped into three broad categories: informal opportunistic teaching, semi-formal pre-arranged teaching, and formal organised teaching. A total of 153 learning outcomes in teaching were suggested and rated by the expert Delphi panel in terms of how appropriate they were for UK undergraduate medical curricula. Many of the graduates and students also suggested some learning outcomes in teaching before rating the 153 learning outcomes arising from the Delphi. All three groups indicated that they thought most of the 153 learning outcomes in teaching should be core for all UK undergraduate medical curricula, although there was some variation within and between groups. The majority of these learning outcomes have not been previously suggested in the literature for UK undergraduate medical curricula, but are consistent with literature on teaching competencies expected of more senior doctors. This thesis offers new insights on what teaching means to experts in medical education, recent medical graduates and current students, comparing these between groups and with the educational literature. It also offers multiple perspectives on core learning outcomes in teaching for UK undergraduate medical curricula, and greater understanding of the teaching undertaken by UK medical graduates. This thesis could help those responsible for undergraduate medical curricula to prioritise, refine and exemplify detailed learning outcomes in teaching, ensuring their graduates are more prepared for practice. It will also be of interest to policy-makers, programme directors, teachers, students, junior doctors, administrators and academics involved in medical and allied healthcare education. It is hoped that this thesis will encourage stakeholders to reflect on what teaching means to them, the role of junior doctors as teachers and the implications of learning about teaching as part of the undergraduate medical curriculum, leading to greater engagement, scholarly debate and research in this area. This in turn may lead to doctors delivering better quality teaching, to students and trainees in medicine and other disciplines receiving better teaching, and consequently to patients experiencing better healthcare.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2009. / Title from PDF title page (viewed on Jun. 30, 2010). Includes bibliographical references.

No description available.

M.Cur. / Over the years the field and scope of the Registered Tutor in South Africa has become more comprehensive. The nurse tutor's activities have extended from just the preparation of school leavers who entered professional training to the formal education of nurses at all levels of basic, post-basic and post-graduate nursing programmes and informal education, to highly experienced professional nurses in in-service and informal continuing education programmes. The nurse tutor's educational duties cover both the classroom and the various fields of nursing practice. She is therefore concerned with the educative process at a variety of levels. In the clinical teaching situation she might have to participate in health education activities for patients, clients and relatives and educate future and newly qualified nurse practitioners to fulfil their role as health educators, as well as instructors of students, pupils and assistant nurses. To some extent she also participates in the education of other health service personnel either at formal or at clinical instruction level. Since 1986 the nurse tutor's scope has further extended with the institution of the comprehensive four-year course. Her administrative functions namely planning, organisation, accompaniment and evaluation contributes to her main function teaching. The new course provides for the opportunity to use a variety of teaching methods besides the traditional lecture method. Also, she participates in curriculum building as well as the planning of her own syllabus. She now also has a greater input in the clinical field by guiding the students.

The involvement of carers in oncology is important for the health of people diagnosed with cancer as well as carers themselves. To improve their involvement, three groups; patients, their carers, and  clinicians should maintain good communication. The e-learning interface, eTRIO, has a learning module for each of these three groups. The design of eTRIO is based on research from psycho- oncologists. This study aims to answer the question; What are the strengths and weaknesses of the eTRIO interfaces for clinicians, carers, and patients in terms of their usability? Heuristic evaluation and think-alouds have been conducted to answer this. The results of this study show that interactive activities, as well as neatly presented content, are engaging the user, buttons and content should have clear purposes. The eTRIO interface will enhance carers' involvement with good usability, making it easy for users to retain important information. Strengths and areas for improvement will be presented in this study. / Inkludera cancerpatienters närstående i onkologi är viktigt för både cancerpatienter och deras närstående. För att förbättra de närståendes inkludering måste tre grupper; patienter, deras närstående och läkare ha god kommunikation mellan varandra. E-lärande platformen, eTRIO, har en modul för varje ovannämnd grupp. Designen av eTRIO är baserad på forskning av psyko-onkologer. Denna studie har som syfte att besvara frågan; Vad är eTRIOs gränssnitts styrkor och svagheter för läkare, cancerpatienter och närstående med avseende på användarvänlighet? En heuristisk utvärdering och think-alouds har gjorts för att svara på denna fråga. Resultaten av denna studie visar att interaktiva aktiviteter och visuellt tilltalande presenterat innehåll engagerar användarna samt att knappar och innehåll behöver tydliga syften. Gränssnitten av eTRIO kommer att förbättra närståendes inkludering med bra användarvänlighet och gör det lätt för användare att komma ihåg viktig information. Styrkor och områden för förbättring kommer att presenteras i denna studie.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-11T11:52:24Z No. of bitstreams: 1 Cristina Rocha Matarucco.pdf: 2492721 bytes, checksum: 8add4350d11de174f7b46443644fc60d (MD5) / Made available in DSpace on 2018-12-11T11:52:24Z (GMT). No. of bitstreams: 1 Cristina Rocha Matarucco.pdf: 2492721 bytes, checksum: 8add4350d11de174f7b46443644fc60d (MD5) Previous issue date: 2018-10-31 / Centro Universitário de Votuporanga – UNIFEV / Introduction: It is crucial to implement continuous professional development in universities to develop skills and competencies in doctors who are professors taking into account the new curricular guidelines and the increasing opening of new medicines courses. Objective: Analyze the continuous professional development of professors of the medicine course of Centro Universitário de Votuporanga (UNIFEV); identify potentialities and difficulties in the continuous professional development of professors of the medicine course of UNIFEV; verify the applicability of such development in the teaching process and propose improvements in the continuous professional development of professors of the medicine course of UNIFEV. Methodology: Descriptive quantitative research with nine doctors who are professors that participated in the teaching training program of UNIFEV using guiding questions and reports obtained in the focus group. The reports were analyzed by means of the content analysis methodology. Results: Time constraints, the lack of previous scheduling, recognition and motivation, as well as the absence of a minimum require attendance were some of the aspects identified as obstacles for the participation in continuous professional development. The facilitating aspects were: the use of new methodologies, the exchange of experiences, the opportunity and need of learning among others. The applicability was in the field of the different active methodology techniques and of the evaluation of the teaching-learning process. The contributions for the improvement of continuous professional development were related to scheduling and feedback of its applicability. Conclusion: The continuous pedagogical development for professors has contributed to the medicine course. Based on the results, we suggest changing schedules according to doctor’s availability, incorporating hybrid teaching and addressing specific themes according to professors’ needs / Introdução: A necessidade da capacitação docente do médico, associada ao desenvolvimento de habilidades e competências desses profissionais frente às novas diretrizes curriculares e à crescente abertura de novos Cursos de Medicina, tornou imprescindível a implantação da Capacitação Permanente nas Universidades. Objetivo: Analisar o processo de capacitação permanente dos docentes do Curso de Medicina do Centro Universitário de Votuporanga (UNIFEV); identificar potencialidades e dificuldades no processo de capacitação permanente dos docentes do curso de Medicina da UNIFEV; verificar a aplicabilidade na prática docente e propor melhorias na capacitação permanente dos docentes do curso de Medicina da UNIFEV. Método: Pesquisa qualitativa descritiva realizada com nove docentes médicos que participam do programa de capacitação docente da UNIFEV utilizando-se perguntas norteadoras e relatos colhidos através de grupo focal. Os relatos foram analisados pelo método análise de conteúdo. Resultados: Dentre as várias categorias identificadas, a indisponibilidade de tempo, falta de agendamento prévio, ausência de reconhecimento e motivação e falta de cobrança por assiduidade foram alguns dos aspectos apontados como dificultadores da participação nas capacitações. Os aspectos facilitadores foram os seguintes: o uso de novas metodologias, a troca de experiências, oportunidade e necessidade de aprender, dentre outros. A aplicabilidade mostrou-se no domínio das diferentes práticas de metodologias ativas e de avaliação do processo ensino-aprendizagem. As contribuições para o aprimoramento da capacitação foram em relação a agendamentos e devolutiva da sua aplicabilidade. Conclusão: A capacitação pedagógica continuada para os docentes tem contribuído para o curso de medicina. Diante dos resultados, sugere-se que se realizem mudanças na acessibilidade em relação a horários, incorporação da estratégia de ensino híbrido e direcionamento de temas específicos para as necessidades dos docentes