The surgical culture values certainty and confidence, and this was proposed to be a source of internal conflict for surgeons, particularly during times of stress and uncertainty. Surgeons previously described the need to manage their image during these times, putting on an external appearance that is inconsistent internally. As part of a larger program of research on surgical judgment and decision making, this study used a constructivist grounded theory approach to explore 15 general surgery trainees’ perceptions and experiences of impression management during moments of decision making. Residents described their perceived expectations in training, and the impression management strategies they used to appear as though they were meeting them in circumstances when they were not. Participants described those who did not meet these expectations as branded the ‘struggling resident’. Concerns about one’s impression had implications for residents’ evaluations, learning opportunities, decision making, and wellness.

The surgical culture values certainty and confidence, and this was proposed to be a source of internal conflict for surgeons, particularly during times of stress and uncertainty. Surgeons previously described the need to manage their image during these times, putting on an external appearance that is inconsistent internally. As part of a larger program of research on surgical judgment and decision making, this study used a constructivist grounded theory approach to explore 15 general surgery trainees’ perceptions and experiences of impression management during moments of decision making. Residents described their perceived expectations in training, and the impression management strategies they used to appear as though they were meeting them in circumstances when they were not. Participants described those who did not meet these expectations as branded the ‘struggling resident’. Concerns about one’s impression had implications for residents’ evaluations, learning opportunities, decision making, and wellness.

The College of Family Physicians of Canada, responsible for accreditation of residency programs, prescribe ‘The Four Principles of Family Medicine’ and the 27 competencies derived from them, as the curricular framework for Canadian family medicine residencies. The literature reveals little about the development of the Four Principles of Family Medicine. This study was conducted to determine the degree to which each competency was considered relevant to clinical practice and learned by recent graduates of the University of Manitoba Family Medicine program. For the 27 competencies, the ratings of graduates were similar to those of family medicine experts as the competencies were generally viewed as moderately important and frequently used. Graduates reported being well prepared in most of the competencies. This supports the use of the Four Principles of Family Medicine as a curricular framework for family physician trainees in Canada.

The College of Family Physicians of Canada, responsible for accreditation of residency programs, prescribe ‘The Four Principles of Family Medicine’ and the 27 competencies derived from them, as the curricular framework for Canadian family medicine residencies. The literature reveals little about the development of the Four Principles of Family Medicine. This study was conducted to determine the degree to which each competency was considered relevant to clinical practice and learned by recent graduates of the University of Manitoba Family Medicine program. For the 27 competencies, the ratings of graduates were similar to those of family medicine experts as the competencies were generally viewed as moderately important and frequently used. Graduates reported being well prepared in most of the competencies. This supports the use of the Four Principles of Family Medicine as a curricular framework for family physician trainees in Canada.

Thesis (M.H.S.A.)--University of Michigan, 1976.

Thesis (M.H.S.A.)--University of Michigan, 1976.

Thesis (M.Sc.)--Memorial University of Newfoundland, 2004. / Bibliography: leaves 84-90.

Made available in DSpace on 2018-06-18T13:27:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2017 / Introdução: As residências multiprofissionais em saúde (RMSs) no Brasil surgem como uma das estratégias utilizadas para fomentar o processo de aprendizado em serviço, visando a consolidação das propostas do SUS. Enquanto tal, as RMSs se inseriram em diversos cenários, desde o hospitalar até o nível de atenção básica, quando de sua implementação na Estratégia de Saúde da Família. Contudo, apesar de seu grande alcance, ainda são restritas às iniciativas que buscaram compreender, conhecer e avaliar tais residências e seu impacto na formação dos profissionais de saúde. Objetivos: analisar a percepção dos residentes multiprofissionais em saúde em relação às motivações e vivências no âmbito dos Programas de Residências Multiprofissionais em Saúde desenvolvidas no Hospital São Paulo (HSP)/Universidade Federal de São Paulo (UNIFESP), assim como mapear suas motivações, apreender as concepções dos residentes sobre trabalho em equipe, discutir as dificuldades que os residentes identificam para o trabalho em equipe multiprofissional e mapear as contribuições da Residência Multiprofissional para o trabalho em equipe. Métodos: Trata-se de uma pesquisa qualitativa, de caráter descritivo-exploratório. Os dados foram coletados por meio de entrevistas semiestruturadas. A população analisada foi composta por residentes do primeiro e do segundo ano da Residência Multiprofissional em Saúde do HSP-UNIFESP. As entrevistas foram gravadas e transcritas e os dados analisados por meio da técnica de análise de conteúdo, modalidade temática. Resultados e Discussão: Um total de 17 residentes multiprofissionais foram entrevistados. As categorias temáticas relevantes para este estudo foram: motivação para a inserção da RMS, concepção sobre o trabalho em equipe na RMS, dificuldades do trabalho em equipe multiprofissional e contribuição da residência para a atuação em equipe multiprofissional. As percepções colhidas por meio deste trabalho apontam para uma heterogeneidade entre as experiências dos residentes multiprofissionais. As motivações que levaram à busca pela RMS foram, em sua maioria, pragmáticas e voltadas à obtenção de uma formação complementar após a graduação. Ainda que muitos dos sujeitos tivessem conhecimento prévio do conceito de trabalho em equipe multiprofissional, a experiência foi inédita para todos e foi apontado ganho significativo no que tange à prática da multiprofissionalidade. Os sujeitos apontam, contudo, dificuldades expressivas na condução de tal trabalho, notadamente uma dicotomia entre o projeto pedagógico elaborado e o implantado, evidenciando uma quebra de expectativas no processo de formação. Ainda assim, a experiência foi avaliada pela maioria como significativa enquanto preparo para a futura prática profissional fora do cenário acadêmico supervisionado. Ademais, muitos participantes salientaram o papel da experiência na RMS como catalisador de um processo de autoconhecimento. Conclusão: O estudo representa um aprofundamento sobre as atividades de ensino dentro das RMSs. As categorias analisadas representam pontos essenciais para o aperfeiçoamento do processo de formação dos residentes da área multiprofissional em saúde, além da necessidade de uma aproximação entre o projeto pedagógico elaborado e as práticas de ensino. Ações de integração ensino-serviço específicas poderão melhorar a avaliação da RMS por meio de estratégias de ensino. Dentre tais estratégias, emerge a criação de um grupo interprofissional de reflexão sobre as práticas na RMS, configurando-se o produto desta pesquisa. São necessários outros estudos que possam abordar a perspectiva do professor e do preceptor nas RMSs para ampliar e articular com os achados e as análises produzidas nesse estudo. / Introduction: Multiprofessional residencies in the health field exist in Brazil merging as one of the strategies employed to increase the process of hands-on learning, seeking the consolidation of the propositions of the SUS (Brazilian Public Health System). As such, the multiprofessional residency programs have inserted themselves in many scenarios, from hospital-based to primary care, when they were implemented in the Family Health Strategy. However, despite its broad reach, there are few initiatives seeking to understand, know and evaluate said residencies and their impact in the shaping of health professionals. Objectives: This research sought to analyze the perception of multiprofessional residents regarding conceptions and experiences of interprofessional work within Multiprofessional Residencies in Health in HSP-UNIFESP. Methodology: This project consisted in a qualitative research, of descriptive-exploratory character. The data was collected through semi-structured interviews. The analyzed population were the first and second year residents of the Multiprofessional Health Residency program of the HSP-UNIFESP. Interviews were recorded and transcripted and data was analyzed through the content analysis technique, thematic modality. Results: A total of 17 multiprofessional residents were interviewed. Thematic categories relevant to this study were: motivation for the insertion in the Multiprofessional Health Residency program, conception of teamwork in the Multiprofessional Health Residency program and contribution of the Multiprofessional Health Residency program to working in a multiprofessional team. The perceptions captured by this study point towards a certain heterogeneity among the experiences of residents. The motivations that led to seeking a Multiprofessional Health Residency program were, for the most part, pragmatic and aimed towards the obtention of a complementary formation after completing a degree. Even though many subjects had previous knowledge of the concept of work in a multiprofessional team, the experience was new to all and pointed as a significant gain regarding Multiprofessional practice. Subjects pointed out, however, that there were expressive difficulties in the conduction of said work, notably a dichotomy between the elaborated pedagogical project and the one that was implemented, showing a break of expectations in the formation process. Furthermore, many participants highlighted the part that the Multiprofessional Health Residency program played as a catalyzer in a self-knowledge process. Conclusion: The study represents a deepening on the teaching activities within the Multiprofessional Health Residencies. The analyzed categories represent essential points towards perfecting the formation process of residents in the multiprofessional health field and also the need of an approximation between the formulated pedagogical project and the teaching practices. Specific actions in integration between teaching and practice can improve the evaluation of Multiprofessional Health Residency programs through teaching strategies. Among those strategies is the creation of an interprofessional group meant to rethink practices in the Multiprofessional Health Residency program, as well as other studies that can address the professor and preceptor perspectives in Multiprofessional Health Residency programs in order to complement the information obtained in the study.

Estudo possui como objeto a contribuição da residência em enfermagem para a formação de especialistas na percepção de egressos de uma instituição publica. O problema do estudo foi elaborado a partir das seguintes questões norteadoras: qual a contribuição da residência em enfermagem para a formação de especialistas na visão dos egressos? Os egressos da residência em enfermagem vêm aplicando os conhecimentos e as competências obtidas durante a residência na sua área de atuação? Quais as contribuições da residência em enfermagem para a identidade do enfermeiro especialista? Os objetivos do estudo foram: Identificar a contribuição da residência em enfermagem para a formação de especialistas na visão de egressos; descrever a aplicação dos conhecimentos e competências obtidas pelo residente de enfermagem na área de atuação; e analisar as contribuições da residência em enfermagem para a identidade do enfermeiro especialista. Metodologia: estudo qualitativo, descritivo, exploratório, tendo como campo um uma instituição de ensino superior, situada no município do Rio de Janeiro. Participaram do estudo 25 egressos do curso de residência de uma instituição pública a partir dos critérios de inclusão estabelecidos. O projeto atendeu as exigências do Comitê de Ética em Pesquisa em atenção a Resolução 466/12. A coleta de dados ocorreu no primeiro semestre de 2014. No tratamento dos depoimentos foi aplicada a técnica de Análise de Conteúdo, cujos resultados foram discutidos a luz do suporte teórico adotado. Os resultados evidenciaram que a residência na concepção dos egressos é uma opção do recém-graduado de capacitação e ingresso no mercado de trabalho no intuito de aprofundar os conhecimentos teóricos e práticos em determinada área do saber. Para o grupo a residência configura-se como uma estratégia relevante em termos de desenvolvimento de competências de cunho técnico e gerencial, diminuindo a defasagem dos conteúdos não obtidos na graduação, principalmente no que dizem respeito ao cuidado de pacientes de alta complexidade e manuseio de tecnologias de ponta. Neste sentido, a residência contribuiu para outros fatores de ordem subjetiva como identidade e realização profissional como também em relação a satisfação e reconhecimento pelo trabalho realizado junto aos pacientes e instituições onde atuam. Por outro lado os egressos apontaram problemas de ordem institucional vivenciados no período em que realizaram o curso, principalmente no tocante a precarização da força de trabalho em termos de pessoal e inadequação das condições de trabalho. Concluiu-se que apesar das inestimáveis contribuições da residência para o aprimoramento técnico, gerencial e relacional do enfermeiro recém-formado e sua inserção no mundo do trabalho com maior segurança e conhecimento do que é ser enfermeiro, há necessidade de ampliar a discussão sobre fatores de ordem estrutural que interferem no processo de formação. E, dentre eles, a precarização da força de trabalho e condições de trabalho inadequadas que interferem no processo de capacitação. Todo esforço deve ser realizado pelas instituições responsáveis pelos programas de residência no intuito de fornecer condições adequadas de formação, o que pode repercutir na motivação, satisfação e maior adesão a esta forma de capacitação em serviço. / This study aims to observe the contribution of the residency program in nursing to the formation of specialists egressed from a public educational institution. The following questions were used to approach the matter: From the point of view of the egressed professionals, what is the contribution from the Nursing residency program to the formation of specialists? Have the professionals egressed in the Nursing residency program been applying the knowledge and skills obtained during the residency in their current areas of work? What are the contributions of the Nursing residency to the identity of a specialized nurse? The objectives of the study were: Identity the contribution of the Nursing residency program to the formation of specialists, from the professionals egressed point of view; describe the usage of the knowledge and skills obtained by the professionals egressed in the Nursing residency program in their current areas of work; and analyze the contributions from the Nursing residency program to the identity of specialized nurses. Methodology: Qualitative, descriptive and exploratory study, having as field of observation an institution of higher education which is placed in the city of Rio de Janeiro. 25 professionals egressed from the residency program of a public institution according to the established criteria of inclusion. The project met the requirements set by the Research Ethics Committee in observation of the Resolution 466/12. The data collection took place in the first semester of 2014. Regarding the treatment of testimonies, a technique of Content Analysis was applied in which results were discussed within the established theoretical approach. The results showed that the residency program, from the professionals egressed point of view, is an option to the people who have recently finished the under graduation program to acquire professional training and enter into the labor market in order to deepen theoretical knowledge in some areas. According to these professionals, the residency program constitutes a relevant tool in terms of developing professional skills, minimizing the gap of contents which were not obtained during the under graduation program. Mainly, regarding to the way patients should be treated and the high complexity of dealing with state-of-art equipment. Moreover, the residency program adds to more subjective factors, such as professional identity and satisfaction, professional recognition from the patients and institutions where the work has been performed. On the other hand, the professionals egressed in the residency program pointed out problems of institutional order experienced during their course. Mainly, in terms of the precarious labor force and the inappropriateness of the working conditions. It assumes that, although there are priceless contributions in the residency program to the appropriation of technical, interpersonal aptitudes of the professionals who have recently finished the under graduation program in Nursing and the chance of their placement within the labor market with more confidence and knowledge, there is the need of amplifying the discussion about structural factors and inappropriate labor conditions which interfere in the process of professional training. Every single effort shall be done by the institutions responsible for the residency programs in order to provide proper conditions for learning, which can impact on motivation, satisfaction and more accession to this form of professional training in service.

abstract: Objectives This cross-sectional study sought to assess the eating and physical activity behaviors among in-state and out-of-state college freshmen attending Arizona State University and to determine if social connectedness mediated the relationship between residency status and eating and physical activity behaviors. Methods College freshmen from two dormitories were recruited for participation from Arizona State University’s Tempe campus. A 128-item survey assessing demographics, college life, eating and physical activity behaviors, and social connectedness was administered. In addition, participants completed up to three days of dietary recall. Multivariate linear regression models, adjusting for age, gender, race, ethnicity, highest parental education, dormitory, Pell grant status, number of dietary recalls, and availability of a weekend day of dietary recall were used to assess the relationships between residency status, social connectedness, and eating and physical activity behaviors. Results No associations were observed between residency status and calories, grams and percentage of calories from fat, and added sugar. There was a statistically significant association between residency status and moderate-to-vigorous physical activity (MVPA). In-state students reported 21 minutes less per day of MVPA than out-of-state students did (β=-20.85; 95% CI=-30.68, -11.02; p<0.001). There was no relationship between residency status and social connectedness. Social connectedness and eating and physical activity behaviors were not associated. Social connectedness did not mediate the relationship between residency status and eating and physical activity behaviors. Conclusions In-state and out-of-state students differed in their MVPA; however, this relationship was not mediated by social connectedness. Further studies are needed to confirm the relationship between MVPA and residency status. In addition, more studies are needed to assess the relationship between social connectedness and MVPA. / Dissertation/Thesis / Masters Thesis Nutrition 2016