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Optimising Australian postgraduate medical education and training in nephrologyLane, Cathie Anne, Clinical School - St George Hospital, Faculty of Medicine, UNSW January 2009 (has links)
The optimal manner in which to train nephrologists has not been studied. The objectives of this research were to determine:- 1. The educational and historical basis underpinning the Australian nephrology training program. 2. The drivers surrounding a career choice in nephrology. 3. What constitutes an ???ideal??? nephrologist and how nephrologists spend their work time, thereby identifying skills and attributes to be fostered in training. 4. Impediments to training, including examination of the available workforce. Five sub studies were undertaken, utilising a combined quantitative and qualitative approach (mixed methods): 1) A national Basic Physician Trainee (BPT) questionnaire, 2) a national nephrology workforce study, and in-depth interviews of: 3) nephrology patients, 4) nephrology trainees and 5) practicing nephrologists. New findings arising from this research reveal: doctors choose nephrology as a career if exposed to the specialty in a positive manner with good role models, however, there are a range of modifiable factors that make nephrology unattractive to many BPTs; workload is high, impacting negatively on training and trainee recruitment; Nephrologists spend most time in the management of dialysis and transplant patients but have a range of other roles in day to day practice, essential information to develop a competency based training program; availability of nephrologists for training is suboptimal and will likely worsen; Patients and doctors apply and weight parameters differently when defining an ???ideal nephrologist???. Both groups believed that specialist knowledge remains an essential requirement but patients focused more on good communication skills. This research provides evidence that the training program should incorporate training in advanced communication and basic research skills and promotion of an holistic approach to patient care. There is no formal alignment of training with assessment. Trainees and nephrologists believe that feedback is critical to learning, yet the assessment process is not underpinned by sound educational principles. This can be rectified using the findings of this research in conjunction with curriculum development and performance assessment. This research should provide an approach to the examination of training that is applicable to many internal medicine specialties. Importantly, nephrology training can now be improved with sound educational principles, underpinned by the findings of this research.
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Improving the safety of junior doctors' prescribing - systems, skills, attitudes and behavioursCoombes, Ian Unknown Date (has links)
No description available.
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A clinically valid simulator with tactile sensing to train specialists to perform cochlear implantationTodd, Catherine Angela. January 2006 (has links)
Thesis (Ph.D.)--University of Wollongong, 2006. / Typescript. Includes bibliographical references: leaf 225-237.
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Learning across paradigms : towards an understanding of the development of medical teaching practice /Bolander Laksov, Klara, January 2007 (has links)
Diss. (sammanfattning) Stockholm : Karolinska institutet, 2007. / Härtill 4 uppsatser.
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Exploring the use of a web-based virtual patient to support learning through reflectionChesher, Douglas William. January 2004 (has links)
Thesis (Ph. D.)--University of Sydney, 2005. / Title from title screen (viewed 19 May 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Pathology, Faculty of Medicine. Degree awarded 2005; thesis submitted 2004. Includes bibliographical references. Also available in print form.
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Critical thinking as a predictor of success in an associate degree nursing programShirrell, Donna, January 2006 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 14, 2007) Vita. Includes bibliographical references.
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Η συμβολή της μετασχηματίζουσας και της τοποθετημένης μάθησης στην ιατρική εκπαίδευσηΚωνσταντοπούλου, Γεωργία 26 August 2010 (has links)
Η εργασία αυτή προτείνει το συνδυασμό δυο θεωριών μάθησης, της μετασχηματίζουσας και της τοποθετημένης μάθησης στην κοινότητα πρακτικής των ιατρών. Οι νεοεισερχόμενοι ιατροί μεταβαίνουν από την περιφερειακή συμμετοχή στη πλήρη ένταξη ανάλογα με τον τρόπο που είναι σχεδιασμένη η εκπαίδευσή τους και το βαθμό στον οποίο συνειδητοποιούν και ελέγχουν τα επιμέρους έργα και τις δραστηριότητες που εκτελούν. Οι ειδικευόμενοι, αλλά και οι πιο έμπειροι ιατροί πρέπει να είναι σε θέση να συνειδητοποιούν το βαθμό και τις διαδικασίες σταδιακής ένταξής τους σε μια κοινότητα πρακτικής και αφετέρου με τον κριτικό στοχασμό να είναι σε θέση να αναλύσουν τις εμπειρίες από τη συμμετοχή τους στην κοινότητα πρακτικής, να είναι δηλαδή σε θέση να υιοθετήσουν πρακτικές με κριτική οπτική και όχι με απλή αφομοίωση. / This work proposes the combination of two theories of learning, transformative and situated learning in the community of practice of doctors. The newcomer doctors transfer from peripheral membership in full membership depending on their education and the degree to which they realise and check the individual work and the activities they execute. The specializer and the most experienced doctors should be able to realise the degree and the procedure of their progressive integration in community of practice. Through critical reflection they should also be able to analyze their experiences from attending the community of practice, that is to say to be able to adopt practices critically, not only through mere assimilation.
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O ensino da comunicação na graduação em medicina: uma abordagem / Learning communications skills im medical school: a approachRossi, Pedro Santo [UNIFESP] January 2004 (has links) (PDF)
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Previous issue date: 2004 / A partir da importância atribuída à comunicação na relação médico-paciente com fator de boa adesão ao tratamento, surgiu o interesse em saber quando e como s contempla o ensino/aprendizagem de comunicação nos cursos de graduação em medicina. As recomendações sobre o desenvolvimento da competência "comunicação" preconizadas nas novas Diretrizes Curriculares Nacionais acrescentam uma justificava a mais para a pesquisa. Delimitado o campo da pesquisa, revisada a literatura e optado pelo referencial metodológico da pesquisa qualitativa, foram entrevistados doze egressos de cursos de medicina que estavam iniciando residência em Clínica Médica e nove professores, coordenadores de ensino de cursos de graduação em medicina. A análise da entrevistas, feita sob o olhar fenomenológico, privilegia o vivido. Aparece uma grande diversidade de concepções sobre o que seja a comunicação, contudo das falas dos entrevistadores emergem categorias de análise que mostram, em essência, uma tendência para considerar a competência comunicação como uma habilidade instrumental para se conseguir tirar informações e se fazer entender no procedimento médico. A temporalidade (o quando) também apresenta uma gama de possibilidades, distribuída entre as matérias iniciais e as atividades finais do curso. A forma (o como) de ensino/aprendizagem se distribui entre disciplinas básicas e atividades práticas. Em essência, o aprendizado se revela como produto da vivência pessoal ao longo do curso e da experiência na prática junto ao paciente. / The importance attributed to communication in the physician-patient relations as a
factor of satisfactory adherence to treatment has spurred an interest in determining when
and how the teaching/learning of communication in undergraduate medical courses should
be contemplated. The recommendations on the development of the “communication”
competence, advocated in the new National Curricular Guidelines, are one more reason
to justify this study. Once the field of investigation was outlined, the literature reviewed
and a choice of the qualitative research methodological criterion made, interviews were
conducted with twelve graduates from the medical schools who were starting residency in
Medical Practice and nine teachers who acted as area coordinators for undergraduate
medical programs. The analysis of the interviews, made from a phenomenologic
perspective, favors the experience lived. A broad range of concepts came up on what
communication is, but, on the other hand, a number of analysis categories arose from the
interviewees’ statements which show, in essence, a trend to consider communication
competence as an instrumental skill to obtain information and make oneself understood
in the medical procedure. Temporality (when) also points to a number of possibilities,
spread out between the early disciplines and the final activities of the course. The form
(how) of teaching/learning is distributed between basic disciplines and practical activities.
Fundamentally, learning comes out as a product of personal experience throughout the
course and of the practical experience with the patient. / BV UNIFESP: Teses e dissertações
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A participação da indústria farmacêutica no processo de atualização dos médicos: impacto do suporte financeiro das empresas no eventos científicos e projetos de educação continuada desenvolvidos pela Sociedade Brasileira de Clínica Médica, Federação Brasileira das Sociedades de Ginecologia e Obstetrícia e Sociedade Brasileira de Ortopedia e Traumatologia / Involvement of the pharmaceutical industry in the process of updating physicians: impact offinancial support on scientific events and continuing education projects developed by the Brazilian Society of Medical Clinic, Brazilian Federation of Associations of Gynecology and Obstetrics and the Brazilian Society of Orthopedics and TraumatologyCerqueira, Adimilson [UNIFESP] January 2006 (has links) (PDF)
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Previous issue date: 2006 / Este trabalho teve por finalidade conhecer a participação da iniciativa privada em
projetos de educação continuada e congressos organizados pela Federação
Brasileira das Associações de Ginecologia e Obstetrícia, Sociedade Brasileira de
Clínica Médica e Sociedade Brasileira de Ortopedia e Traumatologia, com objetivo
de aferir se estas sociedades poderiam organizar eventos e demais projetos sem
o patrocínio externo e saber se as empresas que apóiam financeiramente tais
atividades interferem na sua elaboração. A coleta de dados foi feita através de
uma entrevista semi-estruturada aberta com os presidentes das três sociedades
médicas. Os achados mostram que as instituições pesquisadas não poderiam
arcar com os custos dos projetos de educação continuada sem o patrocínio das
empresas farmacêuticas, e que 65% dos projetos desenvolvidos são integralmente
financiados pelas mesmas. Outro dado importante é que a iniciativa privada não
influencia o conteúdo científico dos projetos que patrocinam ou congressos dos
quais participam, cabendo integralmente às entidades médicas pesquisadas a
definição dos temas e autores. / This paper intended to study the private-sector involvement in continuing
education issues and also in congresses organized by the Brazilian Federation of
the Associations of Gynecology and Obstetrics, Brazilian Society of Medical Clinic
and Brazilian Society of Orthopedics and Traumatology. The study aimed to verify
whether such entities could, without using external sponsorship, organize events
and other projects with the purpose of keeping their members updated, and find
out whether the companies financially supporting such activities would interfere in
the development of those events. Data were collected through an open semistructured
enquiry with the presidents of three medical societies. The findings
showed that the research institutions would not be able to bear the costs of
continuing education without the sponsorship of pharmaceutical companies, since
65% of the projects developed are totally financed by these entities. Another
important finding was that the private sector does not influence the scientific
contents of the projects sponsored by them or of the congresses they participate
in, and the medical entities enquired are fully in charge of defining both the themes
and authors. / BV UNIFESP: Teses e dissertações
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The consequences of formal study abroad programs on Thai medical doctors: a literature review and researchChanchamsang, Uravadee 23 November 2016 (has links)
Many Thai scholars are skeptical that Thai medical doctors can utilize knowledge and skills in Thailand from experience acquired when they study abroad, due to cultural differences, including a hierarchical culture that places importance on seniority and can prevent medical doctors seeking to actualize those new skills when they return to work in Thailand. Despite growing interest in and study of globalization, there are few existing studies that explore the relationship between social and individual consequences of formal study abroad programs. Nor are there many studies that apply sociological theory on the professions to less developed countries, or that focus on the relationship between power and culture in medical education in Thailand. This thesis will explore these topics by first reviewing and discussing three main bodies of sociological literature on medical professionalization, educational institutions, and study abroad. Given the gaps in the literature, it proposes a comparative study that relies on in-depth interviews with two groups of Thai medical doctors: those who have studied abroad and those who have not. The comparative design will allow the researcher to gain leverage on the consequences of study abroad to individual career trajectories, as well as the broader healthcare system, and contributes to the building of new sociological theory. Despite the many challenges that Thai doctors who go abroad face in adapting and actualizing new skills, I hypothesize that study abroad alters Thailand’s social hierarchy through the creation of a new class of “international doctors,” endowed with new skills, knowledge and cultural capital. While the benefits of belonging to this elite class may not be manifested immediately, due to the seniority system, they become apparent over time.
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