Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-03-23T11:54:55Z No. of bitstreams: 1 anapauladesousasilvabaquiao.pdf: 1228768 bytes, checksum: 1674e8f9898693c35b5446674ea2238e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-03-23T12:23:06Z (GMT) No. of bitstreams: 1 anapauladesousasilvabaquiao.pdf: 1228768 bytes, checksum: 1674e8f9898693c35b5446674ea2238e (MD5) / Made available in DSpace on 2018-03-23T12:23:06Z (GMT). No. of bitstreams: 1 anapauladesousasilvabaquiao.pdf: 1228768 bytes, checksum: 1674e8f9898693c35b5446674ea2238e (MD5) Previous issue date: 2017-12-15 / A Residência Multiprofissional em Saúde configura-se como uma atividade de formação em serviço e apresenta como um dos seus pilares o conceito da interdisciplinaridade. Considerando a atualidade do tema e a sua utilização não só no plano teórico, mas também no delineamento das práticas interprofissionais em saúde, a presente pesquisa visa compreender o perfil dos residentes multiprofissionais entrevistados, suas percepções acerca das diferentes formas de atuação em equipe no campo da saúde, tendo como foco a interdisciplinaridade nos Programas de Residências Multiprofissionais em Saúde, bem como de suas expectativas e fatores que favoreceram e dificultaram a sua efetivação. Para o estudo, utilizou-se a abordagem metodológica qualitativa, sendo realizadas entrevistas individuais com 29 residentes multiprofissionais vinculados a duas universidades federais de Minas Gerais. Os dados foram analisados através da Análise de Conteúdo de Bardin (2016). Como resultados percebeu-se que há entre os residentes participantes do estudo dificuldades significativas na diferenciação entre os tipos de trabalho em equipe em saúde, principalmente no que diz respeito aos termos multiprofissionalidade e interdisciplinaridade, vistos a partir do grau de interação entre as disciplinas, porém sem uma fronteira bem definida. Além disso, observou-se que, para a maioria dos residentes, o PRMS propiciou a interdisciplinaridade apenas em alguns momentos específicos, os quais dependiam mais da busca pessoal dos residentes, da relação estabelecida com os profissionais do serviço, bem como a dependência da lógica vigente de cada campo de atuação que ficavam alocados. Já as dificuldades encontradas para que o trabalho em equipe interdisciplinar se efetivasse foram de ordem individual, de formação profissional e organizacional. / Multidisciplinary Residency in Health Care is a training activity in service and has the concept of interdisciplinarity as one of its pillars. Considering the pertinence of the matter and its implications not only on theory development, but also on the design of multidisciplinary practices in health care, the present research aims to understand the profile of the multiprofessional residents interviewed, their perceptions about the different forms of team performance in the field of health, focusing on the interdisciplinarity in Multiprofessional Residency Programs in Health Care, as well as their expectations and factors that favored and hindered the efficacy of their practices. The qualitative methodological approach will be used for the study, in which there will be individual interviews with 29 multidisciplinary residents in service at two federal universities in the state of Minas Gerais. Bardin's Content Analysis (2016) will be used for data analysis. Upon analyzing the results, it was observed that there are significant difficulties among the residents participating in the study in the differentiation between the types of teamwork in health, especially with regard to the terms “multiprofessionality” and “interdisciplinarity,” as seen from the degree of interaction between the disciplines, without a well-defined distinction between them. In addition, it was observed that for most residents, the PRMS provided interdisciplinarity only at specific times, which depended more on the personal research of the residents, the relationships established with the service professionals, as well as the dependence of logic used in each field of allocated activities. The primary difficulties encountered for interdisciplinary teamwork to be effective were individual, professional, and organizational training.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-07-03T14:55:27Z No. of bitstreams: 1 camilaalvesguilarducci.pdf: 16416058 bytes, checksum: 822ad7838eff4b2158dd7ca00d4fc203 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-03T15:44:09Z (GMT) No. of bitstreams: 1 camilaalvesguilarducci.pdf: 16416058 bytes, checksum: 822ad7838eff4b2158dd7ca00d4fc203 (MD5) / Made available in DSpace on 2018-07-03T15:44:09Z (GMT). No. of bitstreams: 1 camilaalvesguilarducci.pdf: 16416058 bytes, checksum: 822ad7838eff4b2158dd7ca00d4fc203 (MD5) Previous issue date: 2018-04-25 / O alcance de um melhor desempenho organizacional se tornou fundamental para organizações dos setores público e privado. Esta realidade não é diferente para as Universidades Públicas, ao mesmo tempo em que gerenciam recursos escassos, devem prestar um serviço de qualidade à sociedade. No contexto da Pós-Graduação &ricto Sensu brasileira, as exigências aumentam frente às demandas da CAPES, assim, pensar em um planejamento estratégico adequado às suas especificidades é essencial. O Balanced Scorecard (BSC) é uma ferramenta que auxilia a gestão das organizações ao possibilitar uma visão sistêmica traduzindo a estratégia em perspectivas que abrangem os principais aspectos da organização, podendo ser adaptada para o setor público. Nesse sentido, este trabalho teve como motivação entender como o planejamento estratégico e o BSC podem ser utilizados na modernização da gestão pública ao propor um planejamento estratégico combinado à metodologia do BSC para o Programa de Pós-Graduação em Administração (PPGA) da UM'. Fez-se uso da pesquisa documental, observação não participante e entrevistas semiestruturadas com professores e alunos para a elaboração desta proposta. Foi escolhido o modelo de BSC adaptado para o setor público por Ghelman e Costa (2006a), o qual contempla seis perspectivas. A proposta de planejamento foi composta por três etapas: definição da missão, visão e valores; análise dos ambientes interno e externos e elaboração do BSC e do Mapa Estratégico. Foi identificado que o principal objetivo do quadriênio de avaliação da CAPES (2017-2020) é o aumento da nota do Programa de 3 para 4. O BSC contemplou os principais objetivos, indicadores, metas e ações estratégicas para o PPGA e o Mapa Estratégico permitiu visualizar a estratégia a partir de 16 objetivos inter-relacionados distribuídos entre as seis perspectivas. Na sequência, foram apresentados os aspectos relevantes que deverão ser consideradas na implementação do plano. Por fim, foi possível perceber que o BSC, combinado ao planejamento estratégico, pode ser um instrumento gerencial capaz de auxiliar o PPGA no alcance de seus objetivos. / Achieving bater organizational performance "nas become critica! to organizations in the public and private sectors. This reality is not different for Public Universities, while managing scarce resources, they must provide a quality service to society. In the context of the Stricto Sensu Brazilian Post-Graduation, the demands increase in the face of CAPES's demands, so thinking about strategic planning suited to its specificities is essential. The Balanced Scorecard (BSC) is a tool that assists the management of organizations by allowing a systemic view, translating the strategy into perspectives that cover the main aspects of the organization, and can be adapted to the public sector. In this sense, this work had as motivation to understand how strategic planning and the BSC can be used in the modernization of public management by proposing a strategic planning combined with the methodology of the BSC for the Postgraduate Program in Administration (PPGA) of UFJF. We used documentary research, non-participant observation and semi-structured interviemos with teachers and students to prepare this proposal. The BSC model adapted to the public sector was chosen by Ghelman and Costa (2006a), which contemplates six perspectives. The planning proposal was composed of three stages: mission definition, vision and values; analysis of the internai and externa! environments and elaboration of the BSC and the Strategic Map. It was identified that the main objective of the four-year evaluation of CAPES (2017-2020) is to increase the grade of the Program from 3 to 4. The BSC contemplated the main objectives, indicators, targets and strategic actions for the PPGA and the Strategic Map allowed to visualize the strategy from 16 interrelated objectives distributed among the six perspectives. Following, the relevant aspects that should be considered in the implementation of the plan were presented. Finally, it was possible to perceive that the BSC, combined with strategic planning, can be a managerial tool capable of helping PPGA achieve its objectives.

Orientador: Luis Enrique Aguilar / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T11:55:06Z (GMT). No. of bitstreams: 1 Benck_SimonePereiraCosta_D.pdf: 3652992 bytes, checksum: f2e6b9ad7f079aacf67a0860d3f5bd03 (MD5) Previous issue date: 2014 / Resumo: O propósito da pesquisa foi analisar a academia e a política de Pós-Graduação, para estabelecer relações entre aquela, representada por intelectuais que lidam com a construção do conhecimento, e a política pública de pós-graduação do Estado brasileiro, aqui significada pelos objetivos e interesses disseminados e implementados nos Planos Nacionais de Pós-Graduação (PNPG), nos governos FHC (1995-2002) e LULA (2003-2010). O foco recaiu sobre a participação, na perspectiva da formulação dos Planos Nacionais de Pós-Graduação, pensados à luz do discurso de intelectuais. Para tanto relacionou a presença ativa de intelectuais da comunidade científica como atores políticos na elaboração dos PNPG, no período de 1995-2010. A problemática questionou: i) é possível acreditar que atores políticos e sociais, primordialmente intelectuais ligados à comunidade acadêmica, de professores/pesquisadores, membros nas comissões de elaboração dos PNPG, influenciaram diretamente a política pública de Pós-Graduação, logo não haveria como desatrelar a história da Pós-Graduação da intelectualidade que a constitui? ii) de que maneira intelectuais influíram para a consolidação do modelo vigente de Pós-Graduação dependente dos critérios de avaliação estipulados pela CAPES? Com base em análise de documentos oficiais e das entrevistas semi-estruturadas com intelectuais brasileiros das grandes áreas do conhecimento: Ciências Exatas e da Terra, Multidisciplinar, Ciências Agrárias, Engenharias, Ciências da Saúde, Ciências Biológicas, Ciências Sociais Aplicadas, Ciências Humanas e Linguística, Letras e Artes. Para compor amostra por conveniência, utilizada no estudo, foram selecionados intelectuais que participaram, primordialmente, como membros das Comissões de Elaboração do V PNPG (2005-2010) e do PNPG 2011-2020 ou, ainda, por atuação como membros representantes de áreas nos Conselhos Superiores da CAPES entre 1995 e 2010, de forma a garantir representação de cada uma das 09 (nove) grandes áreas do conhecimento definidas pela agência. Quanto aos resultados destacou-se o processo significativo de equilíbrio nas relações entre as diversas áreas do conhecimento, a comunidade científica e os documentos relativos à política de pós-graduação. Os resultados alertam, ainda, para a predominância de certo estrangulamento da pós-graduação; a necessidade de fortalecimento da relação entre a PG e outros segmentos educacionais, a exemplo da experiência iniciada com a Educação Básica com o PNPG 2011-2020; o enfoque de produção de conhecimento baseado em culturas individualistas e em criações insólitas; a perpetuação de assimetrias históricas; a urgência em avigorar experiências de internacionalização; e, a mecanização do processo de avaliação em relação à qualidade desejada e necessária à PG. Dentre as conclusões obtidas é possível afirmar que no período examinado houve a efetiva contribuição dos intelectuais da comunidade acadêmica na elaboração das diretrizes pensadas por meio dos PNPG, bem como para o desenvolvimento e consolidação da pós-graduação no Brasil. Ao se comparar o sistema de avaliação da Pós-graduação no Brasil ao de outros países reconhece-se o modelo brasileiro como um modelo híbrido. Além disto, a comunidade acadêmica reiterou o efetivo empenho da CAPES no processo de criação, desenvolvimento e consolidação da pós-graduação brasileira devido ao envolvimento das comunidades científicas. Entretanto, o discurso dos intelectuais em relação à PG explicita as demandas históricas como: redução de assimetrias; a interdisciplinaridade; a internacionalização; o modelo de avaliação imperante no Sistema Nacional de Pós-Graduação ¿ SNPG e a necessidade do acompanhamento dos PNPG como política pública / Abstract: The purpose of the research was to analyze relationships between the academy and national policies for graduate study, in an effort to establish connections between the former, represented by intellectuals who deal with knowledge construction, and the latter, dealing with graduate education promoted by the Brazilian State, here signified by the goals and interests disseminated and implemented in National Plans for Graduate Study (PNPG) promulgated during the presidential terms of FHC (1995-2003) and LULA (2003-2010). The study focused on the participation of members of the academy in the formulation of National Plans for Graduate Study, based on the speech of the intellectuals involved. It therefore viewed the participating intellectuals of the scientific community as political actors in the elaboration of the PNPG, in the period of 1995-2010. The research problematic addressed the following questions: (i) did political and social actors, primarily intellectuals connected to the academic environment, directly influence the public policy of graduate education, considering that the history of graduate study cannot be uncoupled from the intelligentsia of which it is constituted? (ii) in what way did intellectuals influence the consolidation of the prevailing model of graduate education dependent on assessment criteria stipulated by CAPES? The investigation was of a qualitative nature based on the analysis of official documents and of semi-structured interviews with Brazilian intellectuals, representing the following fields of knowledge: Exact and Earth Sciences, Multidisciplinary Study, Agrarian Sciences, Engineering, Health Sciences, Biological Sciences, Applied Social Sciences, Human Sciences and Linguistics, and Arts and Languages. To compose the sample of convenience used in this study, intellectuals were selected who participated either as members of the drafting committees for the V PNPG (2005-2010) and the VI PNPG (2011-2020) or as area representatives on the Superior Councils of CAPES between 1995 and 2010. This approach ensured that each of 09 (nine) large areas of knowledge, as defined by the agency, were represented in the study. The results of the research highlighted the significance of balanced relations between the various areas of knowledge, the scientific community and the documents pertaining to the policy of graduate education. One of conclusions obtained from the study is that is it possible to affirm that in the period under review there was an effective contribution on the part of the national scientific community to the preparation of the guidelines expressed in the PNPG and to the overall development and consolidation of graduate study in Brazil. In addition, the community that was consulted emphasized that the effectiveness of CAPES in promoting graduated education can be attributed to the involvement of the scientific communities. On the other hand, the discourse of intellectuals in relation to graduate study reiterate and reinforce historic demands with respect to graduate study, such as the need to reduce asymmetries, by area and by knowledge, to promote interdisciplinarity and internationalization, the attenuate the vices of the evaluation model prevalent in the national graduate system, and to view and monitor the National Plans for Graduate Study as a public policy of the State and not merely of governments / Doutorado / Politicas, Administração e Sistemas Educacionais / Doutora em Educação

Philosophiae Doctor - PhD / This study is about the author, a primary school teacher, who as a teacher-researcher wanted to improve the awareness of HIV/AIDS that has become a major challenge globally and has been on the increase over the past two-and-a-half decades, especially so, in sub-Saharan Africa. This is in spite of an "overflow" of HIV/AIDS information. The thesis documents two action research projects. Both of them are based on an emancipatory action research methodology. It has long been recognised that the HIV/AIDS pandemic requires more than medical attention and that the way in which teachers deal with HIV/AIDS education, especially at primary school level, becomes critical. A fundamental assumption of this study is that teachers play a critical role and are often the main adults, other than family members, with whom young people interact on a daily basis. Teachers can and must play a vital role in the development of valuable behavioural guidelines about reproductive health amongst the youth. This study views teachers, and more so primary school teachers, as important role players in the struggle to come to terms with HIV/AIDS. In reflecting about the HIV/AIDS pandemic, I realised that my classroom practice was characterised by a "culture of silence" when it came to discussing sex and matters concerning sexuality. The study sets out to enhance behavioural change in the way learners think about sex and sexuality and includes a continuous process of self reflection, self-awareness, planning and appropriate action. In Chapter One, I have tried to locate what I would regard as the problem in my teaching. I became increasingly convinced that my classroom practices might well be contributing to a lack of interweaving HIV/AIDS education into curriculum activity, while at the same time, promoting a "culture of silence" when it comes to issues of sex and sexuality. I arrived at this particular point as a result of reflectively looking at my own teaching career, as well as my own historical and schooling background which I felt has impacted on the way I teach. In this chapter I also give a brief historical background of the school where I teach and where I conducted my research. Towards the end of the chapter, I emphasise that teachers, including myself, need to redefine their role so as to empower students by creating the opportunity for their "voices" to be heard. I also explain concepts used in this written account such as "culture of silence" and "transformative intellectuals". In Chapter Two, I address the HIV and AIDS pandemic debate in more detail. I look at the impact of HIV/AIDS on education and how the implementation of an outcomes - based curriculum (C2005) takes up the HIV/AIDS challenge. In addition to this, I attempt to unpack the Western Cape Education Department's plans and policy concerning HIV/AIDS, after which I focus on breaking the HIV/AIDS "culture of silence". Before I conclude the chapter, I critically engage with the idea of the teacher as a researcher and critical change agent in an HIV/AIDS challenged society. In Chapter Three I provide a brief historical background of the development of action research. I point out how Lewin (1948) and Stenhouse's (1975) idea of action research was later taken up further and given a more critical perspective by writers such as Elliott (1985), Hopkins (1985), Walker (1985), Carr & Kemrnis (1986), Grundy (1987), Winter (1989), McKernan (2000), Meerkotter (2002) and McNiff & Whitehead (2006). I start with the defining (with due regard for the pitfalls of definitions) of action research and then focus on the nature and practices of an emancipatory action research approach. In this chapter I also elaborate on the reasons why I have decided on emancipatory action research as the main approach for this investigation. Chapter Four focuses on my first action research project where I set out to hear my students' "voice". And to contribute to the development of their voice to empower them with regard to sex and sexuality issues, a voice reflecting their increasing understanding of the seriousness of the HIV/AIDS pandemic and most of all a "critical voice" as purported by Freire (1972; 1980), Giroux (1988; 1991) and McLaren (1991; 2006). My second action research project "Checkmating HIV/AIDS", which is described in detail in Chapter Five, is a continuation of the first action research project where I tried to break down the "culture of silence" concerning HIV/AIDS and sex and sexuality in my classroom. On reflecting about the first project, I realized that awareness alone was not going to be enough to take up the HIV/AIDS prevention challenge. Infusing awareness with action was my next step, and sport, being a rallying point on our country's Transformation and Nation Building agenda became the ideal educational tool for this process. For successful prevention, individuals must be able to make decisions to protect themselves. In the second project I focus specifically on one code of sport, namely chess. In this second project, I set out to discuss the potential of using this code of sport to take up the HIV/AIDS challenge. Chapter Six is the concluding chapter. The question posed is: Can we ever win the battle against HIV/AIDS? Is it possible to change the way we think about sex and matters concerning sexuality? Thereafter the concept of change is interrogated and "clarified" in the context of my study. This is followed by looking at the two projects, and I specifically focus on whether these projects had been liberatory or transformative. I then address the issue concerning teachers as "transformative intellectuals" and teacher researchers and conclude by proposing emancipatory action research as a "vehicle" for change. Too often the response to the pandemic produces plans that list endless interventions. I strongly recommend that further research relating to the role of sport in education, with specific reference to HIV/AIDS, be prioritised. The argument being that sport, recreation and play are increasingly elements of development programmes around the world, contributing to the well-being, health and education of children and young people. If chess can contribute to checkmating HIV/AIDS and basketball to dunking HIV/AIDS then a big code such as soccer can definitely contribute to "dribbling" and "tackling" the HIV/AIDS pandemic. Especially, in view of the fact, that South Africa is hosting and showcasing the soccer world cup of 2010.

This study investigated international medical graduates (IMGs), registered between January 1, 2007 and April 14, 2011, at the Access Centre for Internationally Educated Health Professionals in Ontario. By way of logistic regression in a cross-sectional design, it was found that permanent residents who were recent immigrants had lesser chances of being employed full-time at registration (baseline). By way of survival analysis in a cohort design, it was found that younger IMGs who have been in Canada less than 5 years and who have taken the Medical Council of Canada Evaluating Exam (MCCEE) have the greatest chances of securing residency positions in Canada or the US, whereas IMGs from Eastern Europe, South Asia and Africa have lesser chances. It was revealed that registered IMGs are a vulnerable population, and certain groups may be disadvantaged due to underlying characteristics. These groups can be targeted for specific interventions.

No Brasil, os Programas de Pós-Graduação stricto sensu são avaliados pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES. Dados dessa instituição mostram que, no Brasil, vários Programas de Pós-Graduação stricto sensu conseguem melhorar o seu desempenho ao longo dos anos, enquanto outros permanecem estagnados ou encerram suas atividades. No intuito de entender essa dinâmica, esta pesquisa descreve e analisa as ações e rotinas administrativas que se consubstanciaram no planejamento e no desempenho do Programa de Pós-graduação em Ecologia e Conservação de Recursos Naturais (ECRN) da Universidade Federal de Uberlândia (UFU), a partir das diretrizes da Capes, partindo desde a avaliação da proposta de implantação, ocorrida em 1999, até o ano de 2016. O Programa foi escolhido por ter melhorado seu desempenho desde sua criação, sendo uma referência para o levantamento das ações e rotinas administrativas adotadas pelo curso que podem ter contribuído para esse fato. Buscou-se aporte teórico nas teorias de planejamento e, principalmente, na teoria da estratégia como prática. A pesquisa caracteriza-se como estudo de caso com pesquisa-ação, por meio da qual foram levantados dados a partir de observação direta do pesquisador, consultas a documentos do Programa da CAPES e da UFU e de entrevistas não-estruturadas. Para a análise, empregaram-se métodos quantitativos e qualitativos com a triangulação dos dados a partir das dimensões de análise que seguiram os parâmetros de avaliação da CAPES: Proposta do Programa; Corpo Docente; Corpo Discente, Teses e Dissertações; Produção Intelectual e Inserção Social. Os resultados apontam que o ECRN iniciou suas atividades no ano de 1999, com o conceito três (3), passando, em 13 anos de atividade (1999 a 2012), por cinco avaliações trienais, tendo obtido, na última avaliação da CAPES, o conceito seis (6). Foi possível visualizar uma efetiva ação dos recursos humanos caracterizada pela adoção de comportamento a ações objetivas em direção a um patamar de excelência e referência na área de Biodiversidade. E, ainda, observou-se a adoção de práticas rotineiras que levaram ao surgimento de estratégias de acompanhamento, adequação, atualização e realização de metas. Esses achados estão alinhados com a teoria da estratégia como prática. A partir do caso estudado, foi possível a criação de um produto tecnológico, bem como a criação de um checklist com as ações e rotinas administrativas, que foram fundamentais para o desempenho do ECRN, de acordo com os parâmetros de avaliação da CAPES. Acredita-se que, a partir desse checklist, os demais programas possam adaptar suas ações e rotinas administrativas para melhorarem paulatinamente seu desempenho. Como limitação, o estudo de caso único não permite a generalização das práticas e rotinas administrativas a outros Programas e instituições. Sugere-se, para trabalhos futuros, que o checklist seja implementado em diferentes programas, de diferentes áreas da CAPES, e que sejam sugeridas adaptações e melhorias a essa ferramenta. / In Brazil, the Graduate Programs stricto sensu are evaluated by the Coordination of Improvement of Higher Level Personnel - CAPES. Data from this institution show that in Brazil several stricto sensu Postgraduate Programs can improve their performance over the years, while others remain stagnant or close their activities. In order to understand this dynamic, this research describes and analyzes the actions and administrative routines that were consolidated in the planning and performance of the Postgraduate Program in Ecology and Conservation of Natural Resources (ECRN) of Federal University of Uberlândia (UFU), from the CAPES guidelines, starting from the evaluation proposal of implantation, occurred in 1999 until the year 2016. The Program was chosen for having improved its performance since its inception, being a reference for the survey of actions and administrative routines adopted by the course that may have contributed to this fact. Were sought theoretical input in planning theories and mainly in strategy theory as practice. The research is characterized as a case study with action research, in which data were collected from the direct observation of the researcher, documents of the Program, CAPES and UFU and unstructured interviews. For the analysis, quantitative and qualitative methods were used with the triangulation of the data, based on the analysis dimensions that followed the CAPES evaluation parameters: Program Proposal; Professors Group; Students Groups, Theses and Dissertations; Intellectual Production and Social Insertion. The results indicate that the ECRN started its activities in 1999 with the concept three (3) and, in 13 years of activity (1999 to 2012), by five triennial evaluations it obtained the concept six (6) in the last CAPES evaluation. It was possible to visualize an effective action of the human resources characterized by the adoption of behavior to objective actions towards a level of excellence and reference in the area of Biodiversity. In addition, it was observed the adoption of routine practices that led to the emergence of strategies for follow-up, adaptation, updating and achievement of goals. These findings are in line with strategy theory as practice. From the case studied, it was possible to create a technological product that was the creation of a checklist with the actions and administrative routines that were fundamental for the performance of the ECRN, according to the parameters of evaluation of CAPES. It is believed that from this checklist too many programs can adapt their actions and administrative routines to gradually improve their performance. As a limitation, the single case study does not allow the generalization of practices and administrative routines to other Programs and institutions. It is suggested for future work that the checklist be implemented in different programs of different areas of CAPES and that adaptations and improvements be suggested to this tool. / Dissertação (Mestrado)

Submitted on completed of Master’s Degree of Technology: Quality, Department of Operations and Quality Management, Durban University of Technology, Durban, South Africa, 2015. / Similar to a production line, the development of a dissertation is a process within a research dyad that is affected by many factors. On completion, the customer / student is either satisfied or dissatisfied with the outcome of the research process. However, errors in the dissertation detract from its quality and this may leave students dissatisfied with the overall outcome of the marking and review process. To improve the product, it is critical that factors contributing to the production of a quality dissertation are understood. The aim of this study was to determine which components of the SERVQUAL model (namely, Responsiveness, Assurance, Tangibles, Empathy and Reliability) contributed to a lower quality dissertation, thereby gaining an understanding of, and implementing factors which enable the production of a good quality dissertation which meets all stakeholders’ expectations. This was achieved through a prospective, mixed-methods study which analyzed the quality of 30 dissertations by means of a Checklist, denoting the quality of the dissertations. Thereafter, the 30 students and 30 supervisors involved in these dyads were asked to each complete separate questionnaires. The questions covered their respective demographics, research knowledge, expectations and perceptions of the research process. The data was then descriptively analysed and presented by way of tables to demonstrate the quality of the dissertation, and the characteristics of the students and the supervisors. The Chi-Squared statistics and Fisher’s Exact tests were then computed to determine relationships between these characteristics. It was revealed that significant differences between the students and the supervisors existed regarding: the length of time to completion of their Master’s; the roles of facilitators in the research process; student and supervisor role ambiguity; the reason for and need to complete research and specific knowledge of the research process. It was noted that a lack of communication resulted in a significant impact on reliability of the university service, moderate impact on assurance and responsiveness, with the least impact on empathy. In contrast, both the student and the supervisor perceived the tangibles provided by the university as satisfactory. Then, through the process of triangulation, it was shown that the relationship within the dyad lacked clear communication and common understanding of the research processes which was likely to result in a lower quality dissertation. It is, therefore, recommended that all students and supervisors that enter into a dyadic relationship need to find mechanisms (for example: learning contract, weekly meetings) to ensure a consistent and common understanding of the research process throughout its development to allow for the effective production of a good quality dissertation.

Research report (MPhil (Curriculum Studies))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: In this research report I have argued that postgraduate student retention and completion rates in nursing education can be enhanced by attending to the following actions: increased institutional support, initiating students into an ethics of care, and engaging students and lecturers in some form of dialogical communication. In order to ensure that students do not prematurely depart from their programme of study, I have shown that it is not sufficient to offer merely institutional (mostly administrative) support to students, but also cultivating caring and dialogical communication in teaching and learning activities. My argument in defence of caring and dialogical communication is corroborated by an empirical investigation which confirms students’ non-completion and retention in the non-clinical postgraduate nursing education programmes offered by Stellenbosch University’s Nursing Division in 2008. / AFRIKAANSE OPSOMMING: In hierdie navorsingsverslag het ek geargumenteer dat die nagraadse studentebehoud- en voltooiingkoerse in verpleegonderwys versnel kan word deur aandag aan die volgende aksies te skenk: toenemende institusionele ondersteuning, inisi¸ring van ’n etiek van omgee ten opsigte van studente en die betrokkenheid van studente en dosente in ’n vorm van dialogiese kommunikasie. Om te verhoed dat studente nie voortydig die studieprogram verlaat nie, het ek aangedui dat dit nie voldoende is om slegs institusionele (meesal administratiewe) ondersteuning aan studente te verskaf nie, maar ook om ’n kultuur te skep van omgee en dialogiese kommunikasie in onderrig- en leeraktiwiteite. My argument ter stawing van omgee en dialogiese kommunikasie word ondersteun deur ‘n empiriese ondersoek van studente se nie-voltooiings- en retensiekoerse in die nie-kliniese nagraadse onderwysprogramme wat deur Universiteit Stellenbosch se Verpleegkunde-afdeling in 2008 aangebied is.

Introduction : L’approche par compétences est maintenant bien ancrée dans l’enseignement au niveau de la formation médicale postdoctorale. Dans ce contexte, un système de sélection également axé sur les compétences pourrait être avantageux. L’objectif principal de ce projet était de concevoir un TJS ciblant le rôle CanMEDS de collaborateur pour la sélection au niveau postdoctoral en médecine interne (MI) et en médecine familiale (MF). Méthodologie : Des entrevues d’incidents critiques ont été réalisées auprès de résidents juniors en MI ou en MF afin de générer les items du TJS. Trois leaders de l’approche par compétences ont révisé le contenu du test. Les items ont été analysés pour identifier la compétence principale du rôle CanMEDS de collaborateur, le contexte ainsi que les membres de l’équipe interprofessionnelle représentés dans les vignettes. La clé de correction a été déterminée par un panel composé de 11 experts. Cinq méthodes de notation ont été comparées. Résultats : Sept entrevues ont été réalisées. Après révision, 33 items ont été conservés dans le TJS. Les compétences clés du rôle CanMEDS de collaborateur, les contextes et les divers membres de l’équipe interprofessionnelle étaient bien distribués au travers des items. La moyenne des scores des experts variait entre 43,4 et 75,6 % en fonction des différentes méthodes de notation. Le coefficient de corrélation de Pearson entre les cinq méthodes de notation variait entre 0,80 et 0,98. Conclusion : Ce projet démontre la possibilité de concevoir un TJS utilisant le cadre CanMEDS comme trame de fond pour l’élaboration de son contenu. Ce test, couplé à une approche globale de sélection basée sur les compétences, pourrait éventuellement améliorer le pouvoir prédictif du processus de sélection au niveau de la formation médicale postdoctorale. / Background: Competency-based training is well integrated into postgraduate medical education. A competency-based selection system would also be desirable. Primary objective: To develop a situational judgment test (SJT) targeting the CanMEDS Collaborator Role for the admission process in internal medicine (IM) and family medicine (FM) postgraduate training programs. Methods: Interviews using the critical incident technique were conducted with IM and FM residents in order to create items for the SJT. Three experts revised the content of the items. CanMEDS Collaborator Role key competencies, context and type of team members involved were analysed for each item. Answer key was determined by a panel of experts composed of 11 IM and FM physicians using a rate response format. Five absolute and partial credit scoring methods were compared. Results: Seven interviews were completed. After revision, 33 items were kept in the SJT. CanMEDS Collaborator Role key competencies, contexts and team members involved were well distributed over the items. Mean experts’ scores ranged from 43.4% to 75.6% with the different scoring methods. Pearson’s correlation coefficients between the five scoring methods ranged between 0.80-0.98. Conclusion: SJT targeting CanMEDS Framework Roles can help integrate competency-based selection into the postgraduate medical education admission process.

Este estudio pone de manifiesto la gran complementariedad existente entre la medicina y la pedagogía. La primera para poder satisfacer su demanda de asesoramiento pedagógico y de formación docente y la segunda para poder disponer de un nuevo escenario de formación en la práctica profesional fuera del contexto escolar. Para ello, se ocupa de identificar y analizar desde un punto de vista pedagógico los principales componentes de la formación postgrado de la especialidad de Medicina Familiar y Comunitaria (MFyC), atendiendo al siguiente esquema: tipo de formación, estructura, organización y metodología docente.En un primer apartado se justifica y delimita el problema de investigación a una especialidad concreta -la MFyC-, a un contexto, -la Región de Murcia- y a un momento formativo, -el inicio de la residencia (R1), que corresponde, según el nuevo Programa Formativo de la Especialidad a una rotación de 3 a 6 meses en el Centro de Salud-.Posteriormente se formulan los objetivos y se plantea la hipótesis que guiará todo el proceso de trabajo. El principal objetivo consiste en indagar en el Plan Individual de Formación que se establece o debería establecerse entre el tutor y su residente al inicio del primer y del tercer año de rotación (R1) en los Centros de Salud docentes de la Región de Murcia. / The present study highlights the wide interaction existing between Medicine and Pedagogy. The former can satisfy the claim of Medicine regarding the need of pedagogical consultancy and educational training. The latter offers a new scenario of education in professional practice outside the scholastic context. For such purpose, it identifies and analyses, from a pedagogical point of view, the core components of the Postgraduate Education of the specialist training of Family Medice, regarding the following domains: methods of learning, structure, organization and teaching methodology.Firstly, it justifies and defines the problem of research in a particular speciality -Family Medice, a context -Murcia Region-, and to a formative moment -the beginning of medical house Residency (R1), which consists of 3 to 6 months rotation in the Primary Care Centre, according to the New Specialist Educational Program-.Secondly, aims are established and the working hypothesis for the study is formulated. The fundamental purpose of this research is to enquire into the Learning Individual Program that there is -or there should be- between the preceptor and the student who is doing the clinical practice during the first year of rotation (R1) in the Teaching Health Centres of Murcia Region.