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Poetry "Found" in Illness Narrative: A Feminist Approach to Patients' Ways of Knowing and the Concept of Relational AutonomyKauffman, Jill Lauren 29 October 2009 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / This project contributes to the improvement of the healing encounter between physician and patient and broadens the scope of medical ethics via application of a methodology that creatively communicates patient experience. Contemporary medical training and socialization can create emotional distance between patients and physicians, which has both positive and negative effects. A physician’s “detached concern” often renders patients’ ways of knowing irrelevant to their care. This has a negative effect on patient autonomy, trust, and the healing encounter in general. Herwaldt (2008) developed a pedagogical tool of distilling patient interviews in narrative form into “found poems,” in which the patient experience is expressed in verse; Herwaldt contends that the resulting poems hold the possibility of cultivating empathy in medical practitioners. My research extends Herwaldt’s work with a new set of ten patients currently in cancer treatment, translating their stories of illness into verse. The resulting poems have the potential to empower patients by legitimizing their narrative or experiential ways of knowing as complementary to physician perspectives and approaches to treatment. Clinical and feminist ethics are similar in their attention to case context, empathy, and legitimacy of narrative. However, there are aspects of feminist ethical theory that are not thoroughly delineated in clinical ethics—specifically, attention to power imbalances in medical structures and variations in ethical perspectives. When the poems are examined using a feminist bioethical framework, patients are empowered by expanding both the idea of justice and the principlist definition of autonomy to include the feminist conception of relational autonomy.
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A Content Analysis of Medical School Problem-Based Learning CasesKinkade, Scott 05 1900 (has links)
Problem-based learning (PBL) was developed for use in medical education to incorporate more active, learner-centered instruction. Central to problem-based learning is the problem, which in medical education is usually case a case presentation, revealed in stages to allow learners to form and research learning objectives. The purpose of this study was to identify themes present across the PBL cases, including the patient-centeredness of the cases. Content analysis was used to examine 62 PBL cases that comprised the first and second years' core curriculum at a public medical school. The cases included a patient population similar to the local population, but care was more hospital-centric than would be expected from the actual patterns of medical utilization in the United States. Analyzing along two axes of patient-centeredness, the PBL cases demonstrated a good understanding of the patient (knowing the patient), but other qualities such as shared decision making was not as exemplified. Medical educators can use the results to understand elements that contribute to patient-centeredness and apply the analysis framework to evaluate future cases.
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The integration and development of Van Aswegen's (1998) model of critical thinking, within a nursing programme, to promote critical reflective practiceHarris, Maureen January 2006 (has links)
Thesis (D.Tech.: Postgraduate Nursing Studies)-Dept. of Postgraduate Nursing Studies, Durban Institute of Technology, 2006
2 v. (920 leaves) / An educational course for post-basic multi-cultural South African nurses, based on a model for critical reflective practice, forms the case study for a participatory action research paradigm that frames this qualitative study
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The impact of materialistic monism and suffering on medical students :a critique of the biomedical and biopsychosocial model of medical schoolsKuehne, Jan (Jan Cavan) 12 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: On entry to medical school, students are confronted with a worldview that can be typified as materialistic monism. The student progressively becomes a materialistic monist, not only because of the teaching, but also because medical schools fail to address the question of suffering. One would expect the biopsychosocial model to surmount the limitations of the biomedical model, but it in itself has to deal with both suffering and materialistic monism. Suffering cements the collapse into materialistic monism in the way the student practises medicine. What life strategies would transcend this materialistic monism? This thesis examines potential educational interventions that might help the student to analyse the philosophy of medical school and find ways of dealing with the question of suffering. / AFRIKAANSE OPSOMMING: Met toelating tot mediese skool word studente gekonfronteer met ’n wêreldsiening wat as materialistiese monisme beskryf kan word. Die student verander progressief in ’n materialistiese monis, nie slegs as gevolg van die onderrig nie, maar ook omdat mediese skole nie daarin slaag om die kwessie van lyding aan te spreek nie. ’n Mens sou verwag dat die biopsigies-sosiale model die beperkinge van die biomediese model sou oorkom, maar instede moet dit self beide lyding en materialistiese monisme aanspreek. Lyding moedig die verval in materialistiese monisme in die wyse waarop die student geneeskunde beoefen aan. Watter soort lewensstrategieë is nodig om hierdie materialistiese monisme te transendeer? Hierdie tesis ondersoek die opvoedkundige intervensies wat die student kan help om die mediese skool se filosofie te analiseer en wyses te vind om die kwessie van lyding te hanteer.
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Perception of integration in the MBChB III programme at Walter Sisulu UniversityGarcia-Jardon, Mirta 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Since the SPICES (S: student centred; P: problem-based learning; I: integration; C: community based/hospital based; E: electives; and S: systematic apprenticeship based) model of medical curriculum was proposed by Harden, most medical schools worldwide have introduced curriculum changes toward a paradigm shift in teaching and learning. Walter Sisulu University (WSU) introduced such changes in 1992 when problem-based learning (PBL) was implemented in the medical school. This research assignment examines the level of horizontal integration within the WSU Bachelor of Medicine and Bachelor of Surgery (MBChB III) programme. The purpose of the study was to determine the students’ and tutors’ perceptions of integration in the curriculum.
A cross-sectional descriptive survey was designed and piloted in 2009 and the questionnaire was then administered to MBChB III students who agreed to form part of the study. The tutors’ opinions on integration were also explored. A questionnaire on integration using a five-point Likert scale, was administered to both the students (12 questions) and the tutors (six questions). Six open-ended questions on integration were added to the students’ instrument and one to the tutors’ instrument, for qualitative analysis and to assist in triangulation. In addition, semi-structured interviews were conducted with the tutors individually.
As a result of the survey, it seemed that all the students were “satisfied” or “very satisfied” with the level of integration of content and learning. All the tutors were aware of the need for integration, but some were not familiar with how the learning environment could be modified to enhance students’ approach to integration.
MBChB III students at WSU highly valued the integration of learning and teaching during tutorials. Thirty-three per cent of the tutors, though, believed that integration increased their workload. All the tutors thought that integration facilitated students’ learning skills and promoted student engagement, learning and interaction with faculty. / AFRIKAANSE OPSOMMING: Sedert Harden die SPICES-model as mediese kurrikulum voorgestel het, het die meeste mediese skole in die wêreld kurrikulumveranderings ingevoer as ʼn paradigmaskuif in onderrig en leer. (S – studentgesentreerde; P – problemgebaseerde leer; I – integrasie; C – gemeenskaps-/hospitaalgebaseer; E– keusevakke; en S – gebaseer op sistematiese vakleerlingskap.) Die Walter Sisulu-universiteit (WSU) het in 1992 sulke veranderings aangebring toe probleemgebaseerde leer (PBL) in die mediese skool geïmplementeer is. Hierdie navorsingswerkstuk ondersoek die mate van integrasie in die Baccalaureus in Geneeskunde-program en Baccalaureus in Chirurgie-program (MBChB III) aan die WSU verder as die PBL-tutoriale kan vorder. Die doel van die studie was om te bepaal wat studente en studieleiers se persepsies oor die integrasie van die kurrikulum is.
ʼn Beskrywende deursnee-opname is in 2009 opgestel en ’n loodsstudie is gedoen. Die opname is weer gebruik met MBChB III-studente wat ingestem het om aan die studie deel te neem. Studieleiers se menings oor integrasie is ook ondersoek. ʼn Vraelys oor integrasie volgens 'n vyfpunt Likert-skaal, is aan die studente (12 vrae) sowel as die studieleiers (ses vrae) gestel. Ses oop vrae oor integrasie is by die studente se instrument gevoeg en een by die vraelys vir die studieleiers ter wille van kwalitatiewe ontleding en triangulasie. Daarbenewens is ʼn semigestruktureerde onderhoud met elke studieleier individueel gevoer.
Na afloop van die toepassing en ontleding van die opname was al die studente “tevrede” of “baie tevrede” met die vlak van integrasie van leer, met begrip en met die vlak van integrasie van inhoud. Al die studieleiers was bewus van die behoefte aan integrasie, maar sommige was nie vertroud met hoe die leeromgewing aangepas kan word om die studente se benadering tot integrasie te bevorder nie.
MBChB III-studente aan die WSU het 'n hoë waarde geheg aan die integrasie van leer en onderrig tydens tutoriale. Drie-en-dertig persent van die studieleiers het egter geglo dat integrasie hulle werkslading verhoog. Al die studieleiers was van mening dat integrasie die studente se leervaardighede fasiliteer en die studente se deelname, leer en interaksie met akademiese personeel bevorder.
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The dual role of a clinical educator as mentor and assessor : influence on the teaching-learning relationshipMeyer, Ilse S. 12 1900 (has links)
Thesis (MPhil)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: At the core of clinical education, within the allied health professions, is the teaching-learning
relationship between the clinical educator and the student which is reinforced by and grounded in
the explanatory theories of socio-constructivism, experiential learning and positioning. A good
teaching-learning relationship is fundamental to the success of the students’ learning in the clinical
environment. Clinical educators fulfil a dual role as mentors and assessors to students. The
purpose of this study is to explore the students’ and clinical educators’ perceptions of the dual role
of a clinical educator of students in the physiotherapy clinical environment, and how the
perceptions of both parties influence the teaching-learning relationship. By following a
phenomenological qualitative research approach with an interpretivist paradigm the researcher
obtained data from focus groups and individual interviews. Data analysis involved a contextualised
interpretive content analysis paradigm. The perceptions of the participants in the teaching-learning
relationship, their particular expectations, challenges and preferences, reflect their experiences
and are presented in the findings of the study. The findings of this study are comprehensively
discussed and recommendations are made to transform the teaching-learning relationship by
repositioning the participants (both students and clinical educators) in order to enhance the quality
of the clinical learning experience within the physiotherapy clinical environment. / AFRIKAANSE OPSOMMING: Die onderrig-leerproses-verhouding tussen die kliniese dosent en die student vorm die kern van
kliniese onderrig, ondersteun deur en op grond van die verduidelikende teorieë van sosiale
konstruktivisme, leerervaring en posisionering, vir verwante gesondheidsberoepe. Die onderrigleerproses-
verhouding word daarom beskou as die grondslag vir die sukses van leergeleenthede,
aangesien die kwalitiet van die verhouding deurslagggewend is om studente se leerproses in die
kliniese omgewing te ondersteun. Kliniese dosente speel ‘n dubbele rol as mentors en assessore
vir studente. Die doel van die studie is om studente en kliniese dosente se sienings van die
dubbele rol van ‘n kliniese dosent van studente binne die kliniese onderrigveld van fisioterapie in
die kliniese omgewing te ondersoek, asook hoe die persepsies van albei partye die onderigleerproses-
verhouding beinvloed. Die data word verkry van fokusgroepe en individuele
onderhoude deur ‘n fenomenologiese kwalitatiewe navorsingsbenadering met ‘n interpreterende
paradigma te volg. Die data is ontleed volgens ‘n kontekstuele interpreterende
inhoudsontledingsproses. Die persepsies van die deelnemers aan die onderrig-leerprosesverhouding,
hul spesifieke verwagtinge, uitdagings en voorkeure as drie breë temas van hierdie
tesis, weerspieël hul ervarings en word weergegee in die bevindings van die studie. Die navorsing
bespreek hierdie bevindings en doen regstellende aanbevelings oor die bevindings. Hierdeur kan
die onderrig-leerproses-verhouding, deur herposisionering van albei partye (studente sowel as
kliniese dosente), getransformeer word en die gehalte van die kliniese leerervaring in die
fisioterapeutiese kliniese omgewing verbeter word.
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Effectiveness of small-group sessions in enhancing students generic skills at the Shifa College of Nursing, Islamabad, PakistanDaredia, Afshan Saleem 12 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: There is no dearth of evidence of the importance of facilitation for the effectiveness of small-group teaching. However, there is hardly any local literature on the knowledge of untrained facilitators and how they apply this knowledge to develop generic skills in students. Needs identified through this study have provided an insight into the areas requiring formal training that could be useful for developing nursing-faculty development programmes.
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“We waited for our turn, which sometimes never came” : registrars negotiating systemic racism in Western Cape medical schoolsThackwell, Nicola Donna 04 1900 (has links)
Thesis(MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT; In order for the transformation objectives of racial and gender diversity to be adequately reflected in
the South African medical profession, it is crucial to understand how Black medical registrars
experience the training environment. This qualitative study presents the experience of ten Black
African medical specialists who completed their registrar training in the Western Cape in the past five
years. Using both thematic and discourse analysis the study aimed to identify and describe the
interpersonal, structural and institutional factors that may impede or promote Black advancement
during registrar training. Participant experiences where contextualised in relation to discourses around
the medical profession as a site of cultural reproduction that has been historically constructed as the
exclusive domain of the White male. The analysis unearths experiences of systemic racism where the
organisational culture of training institutions is experienced as alienating and unwelcoming to Black
professionals. The findings raise the need for a more thorough evaluation of how transformations
efforts are being received in specialist medical education.
Key Words: Black doctors, Transformation in Higher Education, Systemic Racism, Medical
training / AFRIKAANSE OPSOMMING: Met die oog op die realisering van die transformasiedoelwitte rakende ras- en geslagsdiversiteit in die
Suid-Afrikaanse mediese professie, is dit deurslaggewend om te verstaan hoe Swart mediese spesialis
studente die opleidingsomgewing ervaar. Hierdie kwalitatiewe studie gee die ervaring weer van tien
Swart Suid-Afrikaanse mediese spesialiste wat die afgelope vyf jaar hulle opleiding in die Wes-Kaap
voltooi het. Deur gebruik te maak van beide tematiese- en diskoersanalise, poog die studie daarin om
die interpersoonlike, strukturele en institusionele faktore wat Swart bevordering tydens professionele
opleiding kan belemmer of bevorder, te identifiseer en te beskryf. Deelnemers se ervarings is
gekontekstualiseer in verhouding tot die diskoerse rondom die mediese professie as terrein van
kulturele voortsetting van wat histories as eksklusiewe domein van Wit mans gegeld het. Die studie
ontbloot ervaringe van sistemiese rassisme, waarin Swart professionele beroepspersone vervreem en
onwelkom voel in die organisasiekultuur van opleidingsinstansies.Die bevindinge beklemtoon die
behoefte aan ‘n meer diepgaande evaluasie van hoe transformasie-pogings ontvang word in mediese
spesialis opleiding.
Sleutelwoorde: Swart dokters, transformasie in tersiêre opleiding, sistemiese rassisme, mediese
opleiding
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A feminist investigation into the reasons for attrition of women doctors from the South African medical profession and practice : exploring the case of UCT medical school between 1996 and 2005Wildschut, Angelique Colleen 03 1900 (has links)
Thesis (DPhil)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This dissertation aims to establish the reasons underlying possible gendered attrition
trends in the South African medical profession between 1996 and 2005. Noting the
international trend of the increasing feminisation of medical education and the profession,
the dissertation illustrates that this is also a reality in our national context, and frames this
phenomenon as being plagued by difficulties very similar to those encountered in other
traditionally male-dominated fields. The particular relevance for further research and
debate is illustrated through the noticed discrepancy between women’s representation in
enrolment and graduation at medical schools in South Africa, and their representation in
the profession itself. The decision to approach this investigation from a feministorganisational
perspective was based on the fact that this would not only be a novel, but
indeed also an appropriate, research approach to the study of gendered trends in medical
education and the profession within the South African context.
The research project thus sets out three main objectives relevant to this investigation.
Objective 1 aims to establish the sex composition of the cohort of medical graduates that
have not entered, or decided to exit, the medical profession. In terms of this objective,
findings show an increasing rate of progression of men into the profession, accompanied
by a decreasing rate of progression of women into the profession.
Objective 2 attempts to establish the reasons behind sex trends in South African medical
schools and in the profession. Thus, in an effort to comprehensively investigate the issues
underlying attrition, I employ a mixed-methods approach to the primary data collection
and analysis. Firstly, the findings show, through a quantitative analysis of the interview
data, that this sample of women felt that both institutional and societal factors influenced
a women doctor’s propensity to remain in the profession. Secondly, it is established that
whether these respondents felt that they had appropriate role models in the profession was
the most important factor in terms of their identification with, and propensity to stay in,
the profession. Thirdly, it was also found that the respondents felt strongly that the culture
of the medical profession impacts negatively on a woman doctor’s propensity to stay in
the profession, but similar to the findings of other studies, this does not bring us closer to
an understanding of what that culture constitutes. Thus, lastly, through a qualitative
analysis of the interview data I find that the respondents clearly recognise the presence of
a gendered substructure in medicine in the South African context, and identify some
elements of this structure as most commonly linked to attrition.
Objective 3, based on the outcomes of the previous objectives, aims to provide
recommendations for the retention of medical doctors in general, and women doctors
specifically, in the South African context. It concludes that flexibility1 in the medical
profession is paramount to the retention of doctors, and women doctors specifically. This
is a difficult challenge to overcome, as central values such as the importance of continuity
of care in the medical profession would suggest that providing increased flexibility to
medical doctors would impact negatively on patient care. However, it appears that there is
increasing recognition amongst scholars, policy makers and medical practitioners
themselves of the importance of acknowledging alternative work patterns.
On the basis of the outcomes of my research, it is clear that the national gender attrition
trends are a cause for concern in terms of resourcing the National Health System against
the backdrop of a widely acknowledged shortage of doctors in South Africa and
elsewhere. If women doctors do not progress effectively into the system, but form the
majority of graduates, this is a tragic loss, as well as a waste of resources during training.
This aspect also has policy implications, because it appears that the government, in trying
to retain doctors, has increasingly turned to measures that are restrictive (compulsory
community service, restrictions on foreign doctors), rather than focusing on ways in
which to make doctors want to stay. The dissertation thus closes by suggesting two main
areas within which these findings and recommendations would be employed most
usefully: 1) medical schools/ training/education, and 2) the medical profession/culture. / AFRIKAANSE OPSOMMING: Hierdie proefskrif het ten doel om die redes onderliggende aan geslagsverskille in die
verlies van vroue uit die Suid-Afrikaanse mediese beroep tussen 1996 en 2005 vas te stel.
Die internasionale tendens van die toenemende vervrouliking van mediese opleiding en
die mediese beroep wys dat dit ook ‘n realiteit in die Suid-Afrikaanse nasionale konteks
is. Hierdie verskynsel word veroorsaak deur probleme soortgelyk aan dié wat in ander,
tradisioneel manlik gedomineerde beroepe ondervind word. Die spesifieke relevansie vir
verdere navorsing en debat word geïllustreer deur die aangetoonde proporsionele verskil
tussen vroue se inskrywing en graduering in mediese skole in Suid-Afrika, en hul
verteenwoordiging in die beroep self.
Die besluit om hierdie ondersoek uit ‘n feministies-organisatoriese perspektief te benader,
is nie net omdat dit ‘n oorspronklike benadering sou wees nie, maar ook gepas vir ‘n
studie van geslagstendense in die mediese onderwys en professie binne die Suid-
Afrikaans konteks.
Die navorsingsprojek bevestig dus drie hoofdoelstellings wat relevant tot hierdie
ondersoek is. Doelstelling een probeer om die geslagsamestelling van die kohort van
mediese gegradueerdes wat nie tot die beroep toegetree het nie, of dié wat besluit het om
die beroep te verlaat, te bepaal. Daar is bevind dat daar ‘n verhoogde koers van vordering
van mans tot die beroep is, gepaardgaande met ‘n verlaagde koers van vordering van
vroue tot die beroep.
Doelstelling twee probeer om die redes onderliggende aan die geslagstendense in die
mediese skool en die beroep vas te stel. Dus, om ‘n omvattende ondersoek te doen om uit
te vind wat onderliggend aan die verlies is, het ek van ‘n gemengde metode benadering tot
data insameling en analise gebruik gemaak. Die resultate van die onderhoud data wys dat
hierdie vroue voel dat beide institusionele en sosiale faktore ‘n vroulike dokter se besluit
om in die beroep te bly, beïnvloed. Tweedens is daar vasgestel dat geskikte rolmodelle in
die beroep die belangrikste faktor is in vroue se identifikasie met die beroep, en hulle
besluit om in die beroep te bly. Derdens is gevind dat die respondente baie sterk voel dat
die kultuur van die mediese beroep ’n negatiewe impak het op ‘n vroulike dokter se
besluit om in die beroep te bly, maar soos ook in ander studies bevind is, bring dit ons nie
nader aan ‘n begrip van die aard van die kultuur nie. Ten slotte is daar dus met die
onderhoud data gevind dat die respondente duidelik bewus is van die teenwoordigheid
van ‘n geslagsubstruktuur in die mediese beroep in Suid-Afrika. Ek identifiseer ook
sekere elemente van hierdie struktuur wat bydra tot die verlies van vroulike dokters uit die
mediese beroep.
Doelstelling drie, gebaseer op die uitkomste van die vorige doelstellings, probeer om
aanbevelings te maak vir die behoud van mediese dokters in die algemeen, en vroulike
dokters spesifiek. Die gevolgtrekking is dat buigsaamheid in die werkskultuur van die
mediese beroep van kardinale belang is vir die behoud van dokters in die algemeen, en
vroulike dokters meer spesifiek. Dit is ‘n moeilike uitdaging om te oorkom omdat sentrale
waardes, soos die belang van kontinuïteit van versorging in die beroep, persepsies laat
ontstaan dat meer buigsaamheid in werksomstandighede ‘n negatiewe impak op die
versorging van pasiënte sou hê. Dit blyk egter ook dat daar ‘n toenemende erkenning is
deur akademici, beleidsontwerpers en mediese praktisyns self van die belang van
alternatiewe werkspatrone.
Gebaseer op die resultate van die ondersoek is dit duidelik dat die nasionale
geslagsverliestendense ‘n rede tot kommer vir die verskaffing van menslike hulpbronne
vir die nasionale gesondheidstelsel is, veral teen die agtergrond van ‘n algemeen erkende
tekort aan dokters in Suid-Afrika. As vroulike dokters nie effektief in die stelsel
opgeneem word nie, hoewel hulle die meerderheid van gegradueerdes is, is dit ‘n tragiese
verlies en vermorsing van hulpbronne wat vir opleiding gebruik is. Dit het ook
implikasies vir beleid omdat dit blyk dat die Suid-Afrikaanse regering, in sy pogings om
dokters te behou, meermale maatreëls gebruik wat perke stel (verpligte
gemeenskapsdiens, beperkings vir buitelandse dokters, ens.), waar hulle eerder behoort te
fokus op maniere om dokters in Suid-Afrika te hou. Ten slotte stel die proefskrif twee
hoofareas voor waarin hierdie bevindings en aanbevelings aangewend kan word: 1)
mediese skole/opleiding/onderwys, en 2) die mediese beroep/kultuur.
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An investigation into approaches to learning of Guangzhou's medical and economic law studentsChan, Suet-lai., 陳雪麗. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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