Out of the violent conflicts in the former Soviet Union, the war over Nagorno-Karabakh is the most threatening to the future development of the region, both economically and politically, as it is no closer to a solution than when the fighting ended in 1994. This is regrettable as there are some opportunities that provide the warring parties enough flexibility to move forward in the negotiation process. This thesis analyzes the evolution of the Nagorno-Karabakh conflict under the aegis of the OSCE Minsk Group from 1992 to the present. It discusses not only the history of the Nagorno-Karabakh conflict and what went wrong with the Minsk Group's attempts to find a fair and objective solution to the conflict, but also the obstacles and opportunities for a settlement. From this discussion, suggestions to improve the Minsk Group's performance are presented, and future predictions of a peaceful settlement to the Nagorno-Karabakh conflict will also be discussed. / Master of Arts

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Most individuals who die by suicide have contact with a physician in the year before their death. There are no randomized trials that have evaluated suicide intervention training for medical students or physicians. The objective of this study was to determine the effectiveness of a gatekeeper training program on suicide intervention behavior using Objective Structured Clinical Examinations (OSCEs) in medical students. A randomized controlled trial design was used. Participants were 112 undergraduate medical students at the University of Manitoba. The 2-day Applied Suicide Intervention Skills Training (ASIST) program was completed by half of the participants, according to a stratified block randomization design. Scores on OSCEs and scores on the Suicide Intervention Response Inventory (SIRI-2) were used as objective measures of intervention behaviors. There was a a significant Group-by-Time interaction on OSCE data, demonstrating that medical students who received ASIST performed significantly better than medical students who received training as usual (p<.001). The two groups did not differ significantly from each other on the SIRI-2 (p=.78). ASIST training improved the ability of medical students to detect and intervene with a standardized suicidal patient as assessed by OSCEs, compared to medical school training as usual. This study provides support for ASIST training for medical students to develop skills in recognition and management of suicidal patients. / October 2015

Thesis (M.A.)--Indiana University, 2007. / Title from screen (viewed on January 9, 2008). Department of Communication Studies, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Stuart M. Schrader, Kim D. White-Mills, Elizabeth M. Goering, Jane E. Schultz. Includes vitae. Includes bibliographical references (leaves 85-94).

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Abstract available in the American Journal of Pharmacy Education.

<p><strong>Introduction: </strong>McMaster University’s orthopaedic surgery residency program implemented the OSCE as an assessment tool in 2010; this study evaluates the first four OSCEs administered to residents. The OSCEs were composed of knowledge-testing stations, which are normally not included in this testing format, and performance-testing stations. Recruiting enough faculty evaluators challenged the ability to feasibly implement this examination format. Knowledge-testing stations were incorporated since they do not require evaluators to be present. Reliability was assessed, and the correlation between knowledge-testing station scores and performance-testing station scores was determined. The ability of the OSCE to discriminate between residents in different post-graduate years (PGYs) was assessed. Residents’ acceptability of the OSCE was also assessed. <strong>Methods: </strong>Reliability was assessed using generalizability theory. The correlation of knowledge-testing and performance-testing station scores was measured with Pearson’s r. A two-way ANOVA was used to analyze whether the OSCE can discriminate between residents in different PGYs. An exit survey was administrated after each OSCE to assess acceptability. <strong>Results: </strong>The generalizability estimates of each OSCE ranged from 0.71 to 0.87. The disattenuated correlation between knowledge- and performance-testing stations for senior residents was 1.00, and 0.89 for junior residents. A significant effect of year of residency was found for the October 2010 OSCE in the ANOVA (F(1,30) = 11.027, p = 0.005), but the remaining OSCEs did not replicate this finding. In general, residents felt that they were able to present an accurate portrayal of themselves in the OSCEs and that the examination covered appropriate topics. <strong>Discussion: </strong>The OSCEs were reliable and acceptable to residents. The high correlations between knowledge- and performance-testing station scores suggest that the examination can be made more feasible by including knowledge-testing stations. The small sample sizes made significant differences difficult to detect between levels of training, resulting in inconclusive evidence for this construct validation measure.</p> / Master of Science (MSc)

Submitted by Renata Morais (rmorais@unoeste.br) on 2018-09-25T18:27:46Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Rebeca Carvalho Bressa.pdf: 1225569 bytes, checksum: 7ca7dbf0fcc71d7519691f65e66dafb2 (MD5) / Made available in DSpace on 2018-09-25T18:27:46Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Rebeca Carvalho Bressa.pdf: 1225569 bytes, checksum: 7ca7dbf0fcc71d7519691f65e66dafb2 (MD5) Previous issue date: 2018-04-12 / The belief in teacher self-efficacy (AED) is defined as the teacher's judgment of his or her abilities to achieve student engagement and learning outcomes. The Objective Structured Clinical Examination (OSCE) is a standardized tool used in the evaluation of professional performance. Associating the concepts of AED and OSCE use in the practice of the medical professor is an innovative challenge. Thus, this dissertation was constructed with three studies: the first one reviewed the national publications on OSCE and their relationship with the current context of Brazilian medical education; the second presented the main Brazilian studies on EDA and the third analyzed the associations between EDA and the OSCE application. In the first study, 32 texts were selected, of which only 18.8% described theoretical concepts about the OSCE, which means little time for experimentation of the method in Brazil. In the second, 32 articles were found, and 37.5% were aimed at investigating AED in different educational contexts, which demonstrates the concern of disseminating the construct in the academic environment. In the third one, two scales (Teacher Self-efficacy Scale - EAEP and Self-efficacy Scale - EFAE) were applied and a characterization questionnaire that, besides the socio demographic characteristics of the examined ones, presented questions directed to teacher perception about their work process and the main properties of simulated activities such as the OSCE. A total of 47 medical professors from a private university in the interior of the state of São Paulo were 55.3% male and 44.7% female, ranging in age from 31 to 78, whose teaching experience was dispersed between 1 and 35 years, with a mean of 11.5 years. In the results of the EFAE, the factors Social Persuasion and Vicarious Learning were the most endorsed, indicating that these sources are those of greater interference in the formation of the teachers' beliefs. Most of the participants had low and average scores on self-efficacy beliefs. The highest averages found were in relation to the Effectiveness factor in the Intentionality of the Action. In relation to the statistically significant correlations, these were negative and with moderate magnitudes between the factors of self-efficacy and the sources of Physiological and Affective States, indicating that the greater the belief in the capacity to teach or control the academic environment, the smaller the influences of physiological and emotional tensions in the performance and formation of these beliefs. There was only a positive correlation with weak magnitude, established between Action Intentional Efficacy and Vicarious Learning, suggesting that teachers who believe in their ability to mobilize students for the teaching-learning process may have these beliefs formed from the experiences of its formative process as a whole. The association of teachers with high levels of AED and OSCE implementation needs to be further explored, including in studies with qualitative approaches, but a priori, this hypothetical association appears to be promising in strengthening the quality of teaching. / A crença de autoeficácia docente (AED) é definida como o julgamento que o professor faz de suas capacidades em alcançar os resultados de comprometimento e aprendizagem do aluno. O Objective Structured Clinical Examination (OSCE) é uma ferramenta padronizada utilizada na avaliação do desempenho profissional. Associar os conceitos de AED e uso do OSCE na prática do professor de Medicina é um desafio inovador. Assim, esta dissertação foi construída com três estudos: o primeiro revisou as publicações nacionais sobre OSCE e sua relação com o contexto atual da educação médica brasileira; o segundo apresentou os principais estudos brasileiros sobre AED e, o terceiro analisou as associações entre AED e a aplicação do OSCE. No primeiro estudo foram selecionados 32 textos, dos quais, apenas 18,8% descreveram conceitos teóricos sobre o OSCE, o que traduz pouco tempo de experimentação do método no Brasil. No segundo foram encontrados 32 artigos e 37,5% objetivaram Investigar a AED em diferentes contextos educacionais, o que demonstra preocupação em divulgar o constructo no meio acadêmico. No terceiro foram aplicadas duas escalas (Escala de Autoeficácia do Professor – EAEP e Escala sobre Fontes de Autoeficácia - EFAE) e um questionário de caracterização que, além das características sócio demográficas dos examinados, apresentava perguntas direcionadas a percepção docente sobre seu processo de trabalho e as principais propriedades de atividades simuladas como o OSCE. Participaram 47 docentes de Medicina de uma universidade privada do interior do estado de São Paulo, sendo 55,3% do sexo masculino e 44,7% do sexo feminino, com idade variando entre 31 e 78 anos, cuja experiência na docência era dispersa entre 1 e 35 anos, com média de 11,5 anos. Nos resultados da EFAE, os fatores Persuasão Social e Aprendizagem Vicária foram os mais endossados, indicando que estas fontes são as de maior interferência na formação das crenças dos professores. A maioria dos participantes tiveram pontuações de classificações baixa e média no que se refere às crenças de autoeficácia. As maiores médias encontradas foram em relação ao fator Eficácia na Intencionalidade da Ação. No que concerne às correlações estatisticamente significativas, estas foram em sentido negativo e com magnitudes moderadas entre os fatores de autoeficácia e as fontes de Estados Fisiológicos e Afetivos, indicando que quanto maior a crença na capacidade de ensinar ou controlar o ambiente acadêmico, menores são as influências de tensões fisiológicas e emocionais no desempenho e formação dessas crenças. Houve apenas uma correlação positiva com magnitude fraca, estabelecida entre Eficácia na Intencionalidade da Ação e Aprendizagem Vicária, sugerindo que os docentes que acreditam na sua capacidade de mobilizar os alunos para o processo de ensino-aprendizagem podem ter essas crenças formadas a partir das experiências de seu processo formativo como um todo. A associação de professores com elevados níveis de AED e aplicação do OSCE necessita ser mais explorada, inclusive em estudos com abordagens qualitativas, mas a priori, essa associação hipotética parece ser promissora no fortalecimento da qualidade do ensino

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