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.

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-01-16T13:20:12Z No. of bitstreams: 1 DISS_2015_Wanessa Rezende Sousa.pdf: 1230691 bytes, checksum: 3574e5537b67f7f241c1c5a129159586 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-01-16T15:11:35Z (GMT) No. of bitstreams: 1 DISS_2015_Wanessa Rezende Sousa.pdf: 1230691 bytes, checksum: 3574e5537b67f7f241c1c5a129159586 (MD5) / Made available in DSpace on 2017-01-16T15:11:35Z (GMT). No. of bitstreams: 1 DISS_2015_Wanessa Rezende Sousa.pdf: 1230691 bytes, checksum: 3574e5537b67f7f241c1c5a129159586 (MD5) Previous issue date: 2015-03-11 / O presente estudo tem por objetivo conhecer a percepção de enfermeiros e acadêmicos de enfermagem sobre a formação acadêmica para atuar no serviço de urgência e emergência, especificamente no Atendimento Pré-Hospitalar – APH. Considerando os objetivos propostos optamos por realizar um estudo descritivo, com abordagem qualitativa, adotando como método o Estudo de Caso. Para tanto, desenvolvemos uma revisão bibliográfica que abordou o histórico do ensino da enfermagem, os marcos conceituais e regulatórios sobre o Atendimento Pré-Hospitalar, a formação do profissional em enfermagem e o papel do estágio nesta formação. O estudo empírico foi desenvolvido junto a Gerência de Enfermagem do Serviço de Atendimento Móvel de Urgência – SAMU da Secretaria de Estado de Saúde – SES, em Cuiabá, MT e Faculdade de Enfermagem da Universidade Federal de Mato Grosso – UFMT – campus Cuiabá. Os sujeitos da pesquisa foram os enfermeiros do SAMU e os acadêmicos do 9º semestre de graduação de enfermagem da UFMT – campus Cuiabá. Utilizamos como técnica de coleta de dados os seguintes instrumentos: uma entrevista semiestruturada, que foi destinada aos enfermeiros do SAMU, a partir de um roteiro contendo 16 (dezesseis) questões; dois questionários para os alunos da graduação, aplicados em 2 (dois) momentos distintos; a análise documental sobre as Diretrizes Curriculares do Curso de Enfermagem; Projetos Pedagógicos dos Cursos de Enfermagem da UFMT de 2010, Estrutura Curricular dos cursos datadas de 1976, 1983, 1990, 1996 e 2010, além das ementas das disciplinas que têm relação com o tema Urgência e Emergência. Para análise dos dados utilizamos a técnica de codificação dos dados proposta por Bogdan e Biklen (1994). Este sistema busca regularidades e padrões, visto que a repetição de respostas, palavras ou frases, identifica a forma como os sujeitos pensam. Na análise documental, no que tange às ementas todas abordam de forma ampla a assistência de enfermagem, não sendo possível identificar o aprofundamento do conteúdo a ser abordado no caso do APH. De maneira geral, enfermeiros e acadêmicos de enfermagem indicam a deficiência no ensino da graduação com relação a situações de, a falta de preparo do aluno para adentrar no campo de trabalho, sendo que esta lacuna poderia ser diminuída oportunizando aos acadêmicos o estágio nas unidades de emergência e em especial no atendimento pré-hospitalar. / This present study aims to understand the perception of nurses and nursing students on academic training to act in urgent and emergency service, specifically in Pre- Hospital Care - APH. Considering the proposed objectives, we decided to conduct a descriptive study with a qualitative approach, adopting the ‘Case Study’ as the method. We developed a literature review that addressed the history of nursing education, the conceptual and regulatory frameworks on Pre-hospital Care, the formation of nursing professional and the stage’s role in this formation. The empirical study was carried out in Nursing Management of Mobile Emergency Care Service - SAMU the State Health Department – SES, in Cuiabá, MT and Faculty of Nursing at the Federal University of Mato Grosso - UFMT - Cuiabá campus. The research subjects were the nurses of SAMU and students of the 9th semester of nursing graduation of UFMT - Cuiabá campus. We used as data collection technique the following instruments: A semi-structured interview, which was intended to SAMU nurses, from a script containing sixteen (16) questions; Two questionnaires for students of graduation, applied in two (2) different times; the documentary analysis on the Curriculum Guidelines of the Nursing Course; Pedagogical projects of the UFMT Nursing Courses of 2010, Curriculum Structure of courses dated 1976, 1983, 1990, 1996 and 2010, in addition to the menus of the disciplines that have relation with the theme Urgency and Emergency. For data analysis, we used data coding technique proposed by Bogdan and Biklen (1994). This system seeks regularity and standards, as the repetition of answers, words or phrases identifies how the subjects think. In the documentary analysis, as regards the menus all approach broadly nursing assistance, not being possible to identify the deepening of the content to be covered in the case of APH. In general, nurses and nursing students indicate the deficiency in the teaching undergraduate in relation to emergency situations, the lack of preparation of students to enter the labor field, since this gap could be decreased giving opportunities to academic stage in emergency units and especially in pre-hospital care.

Made available in DSpace on 2014-12-17T14:36:47Z (GMT). No. of bitstreams: 1 ThiagoEAS_DISSERT.pdf: 5568054 bytes, checksum: 1f8c45069acb5b01e9bfb29de113c133 (MD5) Previous issue date: 2013-02-22 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Most knowledge and techniques developed by mankind since ancient times had the main purpose to study and understand the various phenomena of Nature. Science, like one of these narratives, works as a translation, transcribing what, is systematically observed. Within the set of transformations on the modern sciences, the dialogue with related areas became quite narrow and, occasionally, functional, and the dialogue with non-related areas, in turn, does not takes place by any matters. The focus of this research is the teaching of Biological Sciences, and the undergraduate courses as strategic places to disseminate a broad understanding of Nature, that broadens the conceptual relations between different disciplinary axes, previously fragmented. In order to do so, I take a four-way metaphorical approach as a methodological construction base. Three of them proposed by Jo?l de Rosnay, represented by artifacts: The Telescope, The Microscope and the Macroscope. And finally, a proposition that complements the approach, that i named The Naked Eye. In Telescope, which allows a more general construct of a phenomenon, I discuss the teaching of Biological Sciences in Brazil. In the microscope, which allows us to analyze in detail a scenario, I construct a rank of the major courses in biological sciences and propose a discussion on the understanding of nature on the undergraduate programs. In Macroscope, who allows, at the same time, zoom in and out to the phenomenon observed, I call for a transdisciplinary dialogue, based on the authors Ilya Prigogine, Basarab Nicolescu, Henri Atlan and Bruno Latour, which can certainly contribute to the curriculum of the Biologists training programs, that builds knowledge pertinent to a complex observation of Nature. I complete the set of the quaternary reading and understanding of the world from the Naked Eye, as the first strategy of perception in our species. For this, I invite the philosopher of Nature Chico Lucas da Silva as my interlocutor / Desde tempos antigos a maioria dos saberes e t?cnicas desenvolvidas pela humanidade tiveram como prop?sito compreender e estudar os fen?menos da natureza. A ci?ncia, como uma destas narrativas, funciona como instrumento de tradu??o, transcrevendo aquilo que, sistematicamente ? observado. Como parte do protocolo das ci?ncias modernas, as Ci?ncias Biol?gicas compreendem um meti? de saberes e t?cnicas que se disp?em a estudar os fen?menos da vida. Mas n?o s?. Dentro do conjunto das transforma??es que passam as ci?ncias modernas o di?logo com ?reas correlatas tornou-se bastante estreito e pontualmente funcional, enquanto que, por sua vez, o di?logo com ?reas n?o correlatas tornou-se inexistente. Nesta pesquisa problematizo o ensino de Ci?ncias Biol?gicas como lugar estrat?gico para construir uma compreens?o de natureza que amplie as rela??es conceituais entre diferentes eixos disciplinares, anteriormente fragmentados. Para isto, tomo como base quatro vias de aproxima??o metaf?ricas para problematizar a forma??o do bi?logo no Brasil. Tr?s delas propostas por Jo?l de Rosnay, representadas pelos artefatos: O Telesc?pio, O Microsc?pio e O Macrosc?pio. E por fim, uma proposi??o complementar que intitulo o Olho Nu. Por meio da met?fora do Telesc?pio, que permite construir um olhar mais geral sobre um fen?meno, trato do ensino de Ci?ncias Biol?gicas no Brasil. Por meio da met?fora do Microsc?pio, que permite analisar o detalhe, construo um ranking dos principais cursos de Biologia e proponho uma discuss?o sobre as compreens?es de natureza que fundamentam a forma??o do bi?logo. Por meio da met?fora do Macrosc?pio, que permite religar e distanciar a parte e o todo de um fen?meno observado, problematizo as bases para um di?logo transdisciplinar tendo como refer?ncia autores como Ilya Prigogine, Basarab Nicolescu, Henri Atlan e Bruno Latour. Completa esse conjunto quatern?rio de met?foras uma leitura e compreens?o do mundo a partir do Olho Nu, como estrat?gia de uma percep??o mais pr?xima da natureza. A refer?ncia para este dom?nio ? o fil?sofo da natureza Chico Lucas da Silva

Evidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been studied in scientific experiments to determine their effectiveness. The general public, as well as practicing teachers, holds an assumption that educators have knowledge as to what is evidence-based education. However, this is not always the case. The objective of this these include: to document how pre-service teachers access research findings and what types of findings they use in their practice, to identify the purposes of its utilization, to identify the factors that influence research utilization, and to ensure the accessibility of the findings of this study. The population for this study will be pre-service teachers at a large public higher education institution and one state college. In order to meet these objectives I conducted a survey, a pre-service teacher focus group, and an interview with faculty. Research findings will impact pre-service teacher preparation programs and increase our understanding of the link between the researchers and educators.

The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential.