Ένα εκπαιδευτικό λογισμικό κατασκευάζεται, προκειμένου με τη χρήση του να εκπληρωθούν συγκεκριμένοι μαθησιακοί στόχοι. Μπορεί να χρησιμοποιηθεί ως συμπληρωματικό μέσο διδασκαλίας από τον εκπαιδευτή ή ως υποστηρικτικό μέσο αυτοδιδασκαλίας από τον εκπαιδευόμενο. Αποτελεί μέσο αξιολόγησης ή αυτοαξιολόγησης του εκπαιδευόμενου, χωρίς βέβαια αυτό να αποτελεί κύριο σκοπό για την κατασκευή του. Οι σύγχρονες τεχνολογίες εκπαιδευτικού λογισμικού, που βασίζονται στις τεχνολογίες δικτύων υπολογιστών και των συστημάτων υπερμέσων, προσφέρουν την δυνατότητα να εξηγούνται, με παραστατικό τρόπο και πολλαπλά μέσα παρουσίασης, τα γνωστικά αντικείμενα, να διευκολύνεται η επικοινωνία και η συνεργασία μεταξύ εκπαιδευόμενων και εκπαιδευτών, να καταργείται η αποκλειστική χρήση μιας πηγής μαθησιακού υλικού, η οποία πολλές φορές περιέχει ξεπερασμένες πληροφορίες και, ως συνεπακόλουθο όλων αυτών, να μπορεί να αναπτύσσεται η κριτική σκέψη του υποκειμένου στην εκπαίδευση. Στην εργασία αυτή παρουσιάζουμε την συμβολή ενός τέτοιου προηγμένου συστήματος στην δημιουργία ενός μαθήματος για την Ακτινοπροστασία στους χώρους Υγείας. Για το σκοπό αυτό χρησιμοποιήσαμε μια εκπαιδευτική πλατφόρμα ικανή να παρουσιάζει προσαρμοστικά το περιεχόμενο, να προτείνει μαθησιακές δραστηριότητες ανάλογα με τον εκπαιδευόμενο, να προσφέρει διαφορετικούς τρόπους επικοινωνίας και συνεργασίας ανάλογα με το επίπεδο και τη διάθεση του μαθητή. Περιγράφουμε τους λόγους για τους οποίους τέτοια συστήματα μπορούν να προσφέρουν στην Ιατρική εκπαίδευση, καθώς και το πόσο απαραίτητο είναι το μάθημα της ακτινοπροστασίας για τα επαγγέλματα Υγείας. Παραθέτουμε την λειτουργικότητα των εργαλείων, τα οποία έχουν στη διάθεση εκπαιδευτές και εκπαιδευόμενοι, και τέλος αναφέρουμε τις τροποποιήσεις που κάναμε προκειμένου το σύστημα να διαθέτει ένα προσαρμοστικό τρόπο αξιολόγησης. Δίνουμε τα αποτελέσματα μιας πρώιμης αξιολόγησης του συστήματος-μαθήματος, από φοιτητές της Νοσηλευτικής του Τεχνολογικού Ινστιτούτου της Πάτρας. Τέλος αναφέρουμε μια συνοπτική περιγραφή της αρχιτεκτονικής και του τρόπου υλοποίησης του συστήματος. Η παρούσα εργασία αποτελεί ένα πρότυπο τόσο του πώς μια εκπαιδευτική πλατφόρμα μπορεί να χρησιμοποιηθεί για εκπαίδευση στους χώρους Υγείας, όσο και του πώς μια προϋπάρχουσα τέτοια εκπαιδευτική πλατφόρμα μπορεί να βελτιωθεί χρησιμοποιώντας τεχνολογίες τεχνητής νοημοσύνης. / -

The trend in medical education and in general, among health professionals, is based, on the current changes of health systems aimed to improve relevance equity, and cost effectiveness of health care. With respect to human health resources, there is lack of agreement among the competence level, performance and the needs of both the system using them and the target population. Therefore, it is important and necessary to consider both the community and health services as partners in the task of defining these changes and in the provision of health services to meet the above mentioned criteria. / The main purpose of this partnership is to encourage efforts to promote, oversee, and apply the actions in each one of the instances in order to improve training of human resource, strengthen local health systems, and empower the communities. Human resource competence and performance, the capacity to provide services, and the degree of community participation and commitement to health, are key elements in improving service quality. / The philosophy of current curricula reform at the Valle University stresses the partnership relationship between academic institutions, services centers, and the community, in the training of health professionals. The proposed investigation focuses on the community-based training aspect of student performance assessment and its relation to the health care system and academia. Specifically, the study will focus on designing valid and reliable instruments for community assessment of student performance, using both qualitative and quantitative aspects of data collection and analysis to assess "patient satisfaction" as an indicator of quality of care. / The results of this study demonstrate that the proposed assessment activity will allow the educational and health services institutions to have relevant and dynamic information as feedback for planning and adjustment of their programs. At the same time, it will allow the community to participate in an effective way in aspects related to their health care. The results of this study will be used as a basis for producing guidelines for involving communities (users) in the health care students evaluation process.

Most research on medical professional socialization was conducted when medical students were almost uniformly white, upper- to upper-middle class, young men. Today 50% of medical students in Canada are women, and significant numbers are members of racialized minority groups, come from working class backgrounds, identify as gay or lesbian, and/ or are older. This research examined the impact of such social diversity on processes of corriing to identify as a medical professional, drawing on a survey of medical students in one third-year class, interviews with 25 third-year students, and interviews with 23 medical school faculty members. Almost all of the traits and processes noted by classic studies of medical professional socialization were found to still apply in the late 1990s. Students learn to negotiate complex hierarchies; develop greater self-confidence, but lowered idealism; learn a new language, but lose some of their communication skills with patients. They begin playing a role that becomes more real as responses from others confirm their new identity. Students going through this training process achieve varying degrees of integration between their medical-student selves and the other parts of themselves. There is a strong impetus toward homogeneity in medical education. It emphasizes the production of neutral, undifferentiated physicians - physicians whose gender, 'race/ sexual orientation, and social class background do not make any difference. While there is some recognition that patients bring social baggage with them into doctor-patient encounters, there is very little recognition that doctors do too, and that this may affect the encounter. Instances of blatant racism, sexism, and homophobia are not common. Nonetheless, students describe an overall climate in the medical school in which some women, students from racialized minority groups, gays and lesbians, and students from working class backgrounds seem to 'fif less well. The subtlety of these micro-level experiences of gendering, racialization and so on allows them to co-exist with a prevalent individual and institutional denial that social differences make any difference. I critique this denial as (unintentionally) oppressive, rooted in a liberal individualist notion of equality that demands assimilation or suppression of difference.

No description available.

Abstract not available. / Thesis (Ph.D.) - University of Natal, Durban, 1961.

Canada, like other countries around the world, has health inequities. The literature on social accountability and responsibility urges medical schools to be grounded in the needs of communities to address health inequities. The Canadian professional and regulatory bodies promote the CanMEDS Competencies of which one, the Health Advocate Competency, speaks of addressing community issues. Yet medical schools face challenges actualizing social responsibility and teaching the Health Advocate Competency. Therefore it is important to understand how the teaching of health advocacy and social responsibility is incorporated into the undergraduate curricula of self-defined socially responsible medical schools in Canada. In this study, mixed methods were used beginning with a semi-structured questionnaire administered to undergraduate Course Directors at two medical schools in Canada with a response rate of 74% (n=60). This was followed by a series of open-ended interviews with eleven equity leaders to bring their perspective into the data collection and establish knowledge about frontline intersectional equity work. The major theoretical lens encircling this work was intersectionality which examines historical oppression and how the intersection of gender, race, and class compound health inequities. Questionnaire results made it clear that biomedical ideology and the CanMEDS Medical Expert Competency were privileged in the undergraduate curriculum at the expense of other knowledge such as health advocacy and social responsibility. The objective biomedical discourse ignores or marginalizes important social influences on health which are highlighted by using an intersectional lens. The semi-structured interviews provided rich data about working in an intersectional equity framework highlighting the impact of the intersections of race, gender, class and other identities on health inequities. These interviews also demonstrate the importance of health advocacy in improving health care outcomes and addressing social responsibility. Incorporating intersectionality into previously accepted assessment tools for physicians adds an important dimension to the health care encounter. Explicitly embedding social responsibility and health advocacy in the medical school mission and curriculum is essential to their acceptance. A series of supporting recommendations are offered.

Canada, like other countries around the world, has health inequities. The literature on social accountability and responsibility urges medical schools to be grounded in the needs of communities to address health inequities. The Canadian professional and regulatory bodies promote the CanMEDS Competencies of which one, the Health Advocate Competency, speaks of addressing community issues. Yet medical schools face challenges actualizing social responsibility and teaching the Health Advocate Competency. Therefore it is important to understand how the teaching of health advocacy and social responsibility is incorporated into the undergraduate curricula of self-defined socially responsible medical schools in Canada. In this study, mixed methods were used beginning with a semi-structured questionnaire administered to undergraduate Course Directors at two medical schools in Canada with a response rate of 74% (n=60). This was followed by a series of open-ended interviews with eleven equity leaders to bring their perspective into the data collection and establish knowledge about frontline intersectional equity work. The major theoretical lens encircling this work was intersectionality which examines historical oppression and how the intersection of gender, race, and class compound health inequities. Questionnaire results made it clear that biomedical ideology and the CanMEDS Medical Expert Competency were privileged in the undergraduate curriculum at the expense of other knowledge such as health advocacy and social responsibility. The objective biomedical discourse ignores or marginalizes important social influences on health which are highlighted by using an intersectional lens. The semi-structured interviews provided rich data about working in an intersectional equity framework highlighting the impact of the intersections of race, gender, class and other identities on health inequities. These interviews also demonstrate the importance of health advocacy in improving health care outcomes and addressing social responsibility. Incorporating intersectionality into previously accepted assessment tools for physicians adds an important dimension to the health care encounter. Explicitly embedding social responsibility and health advocacy in the medical school mission and curriculum is essential to their acceptance. A series of supporting recommendations are offered.

From 1950 to 2000 the former Faculty of Medicine, University of Natal, Durban, pursued the traditional, didactic curriculum. The implementation of problem-based learning, Curriculum 2001, introduced many changes in the curriculum where facilitators guide instead of teach students. Based on this it is important to understand the principles of problem-based learning (PBL) more extensively and the demands that may be made on the Library and the Librarians. It is assumed that a partnership exits between the librarians and the School of Undergraduate Medical Education (SUME). The object of this study is to determine whether the introduction of Curriculum 2001 impacted on the role and functions of the library and the librarians. The 5th year students from the Traditional Curriculum and 2nd year students from Curriculum 2001 were selected to participate in this study. The methods used in this study were the analysis of the minutes of the meetings that were held to discuss and plan Curriculum 2001 of the Curriculum Development Task Force, questionnaires for the undergraduate students and semi-structured interviews with the facilitators in Curriculum 2001 and medical librarians. The minutes of the CDTF were examined to ascertain if the librarians had any input in Curriculum 2001. The interviews would determine whether PBL had an impact on the role and functions of the library and the librarians. Four librarians and 15 facilitators were interviewed. Quantitative and qualitative methods were used in this study with the assistance of the EPI Info and NVivo software to analyze the results. The results of this study indicated that there is room for greater and enhanced collaboration and faculty partnerships between SUME and the library to assist the students to improve and develop their information literacy skills that are integral part in problem solving in the PBL curriculum. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Introduction: No protocol for assessing ultrasound imaging skill has been validated. We sought to develop and validate an assessment protocol for ultrasound imaging for the Focused Assessment with Sonography for Trauma. Methods: Our assessment tool consisted of task checklists, a global rating scale, and hand-motion analysis and was developed by a modified Delphi technique. Novice and expert cohorts were recruited to perform a FAST exam on a volunteer for assessment under the protocol. Results: Experts scored higher on static image acquisition (11.58 of 16 versus 6.63, p<0.0001), dynamic image acquisition (17.21 of 24 versus 11.08, p=0.0005), and our global rating scale (29.79 of 40 versus 18.42, p<0.0001); experts used fewer movements (263.0 movements versus 452.4, p=0.0216) and a shorter path length than novices (60.097 m versus 32.777 m, p=0.0041). Conclusion: Our protocol for assessing ultrasound imaging skill has criterion validity in assessing expertise and may lead to improvements to training and credentialing programs.

In the context of a country and a continent that is largely rural, education for rural medical practice in Africa is relatively undocumented and poorly conceptualized. The arena of medical education in South Africa has been largely unchanged by the transition to democracy, despite intentions of reform. The literature reveals a lack of empirical evidence as well as theory in education for rural health, particularly in developing countries. This report presents twelve original papers on a range of key issues that represent the author’s contribution to filling this gap in South Africa. It aims to contribute to the development of a discourse in education for rural medical practice in an African context, and culminates in a theoretical paper regarding pedagogy for rural health. A conceptual framework is utilized that is based on the standard chronological steps in the initial career path of medical doctors in South Africa. Beginning with the literature that is focused around the need to recruit and retain health professionals in rural and underserved areas around the world, the report then addresses the policy context for medical education in South Africa, examining the obstacles to true reform of a transformatory nature. The selection of students of rural origin, and the curricular elements necessary to prepare graduates for rural practice are then investigated, including the actual career choices that medical graduates make in South Africa. Out in the workplace, the educational components of the year of compulsory community service are described, including organizational learning and apprenticeship as novice practitioners, placed under severe pressure in rural hospitals in the South African public health service. A community-oriented type of medical practice is described amongst exemplary individuals, indicating the aspiration towards a different kind of educational outcome. Finally the thesis as such is presented in the final paper regarding a theoretical basis for education for rural health, consisting of the combined notions of placed-based and critical pedagogy. It is argued that while the geographic elements of rural practice require a pedagogy that is situated in a particular rural context, the developmental imperatives of South Africa demand a critical analysis of health and the health care system, and the conceptual basis of this position is explained. / Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2010.