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[PMID]:28796773
[Au] Autor:Grainger B; Yielder J; Reid P; Bagg W
[Ad] Endereço:Clinical Medical Education Fellow in Medical Programme Directorate, Faculty of Medical and Health Sciences, University of Auckland, Auckland.
[Ti] Título:Predictors of medical student remediation and their underlying causes: early lessons from a curriculum change in the University of Auckland Medical Programme.
[So] Source:N Z Med J;130(1460):73-82, 2017 Aug 11.
[Is] ISSN:1175-8716
[Cp] País de publicação:New Zealand
[La] Idioma:eng
[Ab] Resumo:AIMS: The purpose of this study was to identify predictors of remediation in a medical programme and assess the underlying causes and the quality of remediation provided within the context of a recent curriculum change. METHODS: A mixed methods study incorporating a retrospective cohort analysis of demographic predictors of remediation during 2013 and 2014, combined with thematic qualitative analysis of educator perspectives derived by interview on factors underlying remediation and the quality of that currently provided by the faculty. RESULTS: 17.7% of all students required some form of remedial assistance and 93% of all students offered remediation passed their year of study. Multivariate analysis showed international students (OR 4.59 95% CI 2.62-7.98) and students admitted via the Maori and Pacific Admission Scheme (OR 3.43 2.29-5.15) were significantly more likely to require remediation. Male students were also slightly more likely than their female classmates to require assistance. No effect was observed for rural origin students, completion of a prior degree or completion of clinical placement in a peripheral hospital. Knowledge application and information synthesis were the most frequently identified underlying problems. Most faculty believed remediation was successful, however, flexibility in the programme structure, improved diagnostics and improved access to dedicated teaching staff were cited as areas for improvement. CONCLUSIONS: Remediation is required by nearly a fifth of University of Auckland medical students, with MAPAS and international students being particularly vulnerable groups. Remediation is largely successful, however, interventions addressing reasoning and knowledge application may improve its effectiveness.
[Mh] Termos MeSH primário: Competência Clínica/normas
Educação Médica/métodos
Ensino de Recuperação/normas
Estudantes de Medicina/estatística & dados numéricos
[Mh] Termos MeSH secundário: Logro
Currículo
Estudos de Avaliação como Assunto
Feminino
Seres Humanos
Masculino
Análise Multivariada
Nova Zelândia
Estudos Retrospectivos
Fatores Sexuais
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1708
[Cu] Atualização por classe:171116
[Lr] Data última revisão:
171116
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170811
[St] Status:MEDLINE


  2 / 1235 MEDLINE  
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[PMID]:28538348
[Au] Autor:Pullen RL
[Ad] Endereço:Richard L. Pullen, Jr., is a professor of nursing at Texas Tech University Health Sciences Center School of Nursing in Lubbock, Tex. He is also the former Dean of Nursing and Associate Degree Nursing Program Director at Amarillo College in Amarillo, Tex.
[Ti] Título:A prescription for NCLEX-RN success.
[So] Source:Nursing;47(6):19-24, 2017 06.
[Is] ISSN:1538-8689
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Bacharelado em Enfermagem/organização & administração
Avaliação Educacional
Licenciamento em Enfermagem/estatística & dados numéricos
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Seres Humanos
Aprendizagem
Pesquisa em Educação de Enfermagem
Pesquisa em Avaliação de Enfermagem
Política Organizacional
Ensino de Recuperação
Critérios de Admissão Escolar
Estudantes de Enfermagem/estatística & dados numéricos
Ensino
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171025
[Lr] Data última revisão:
171025
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170525
[St] Status:MEDLINE
[do] DOI:10.1097/01.NURSE.0000515520.69667.15


  3 / 1235 MEDLINE  
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[PMID]:27632185
[Au] Autor:Thomas BR; Lafasakis M; Spector V
[Ad] Endereço:Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey, 151 Ryders Lane, New Brunswick, NJ, 08901, USA. benjamin.thomas@cgu.edu.
[Ti] Título:Brief Report: Using Behavioral Skills Training to Teach Skateboarding Skills to a Child with Autism Spectrum Disorder.
[So] Source:J Autism Dev Disord;46(12):3824-3829, 2016 Dec.
[Is] ISSN:1573-3432
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this study was to evaluate the effects of behavioral skills training (BST) on the skateboarding skills of an 11-year-old male with autism spectrum disorder (ASD). BST was used in a multiple-probe across skills design to teach five target skateboarding skills. Imitation of an additional skill was also assessed outside of BST sessions. The overall percentage of correct skateboarding skills improved following BST. Performance gains were stable in probes across settings, and additional imitations increased across the study.
[Mh] Termos MeSH primário: Transtorno do Espectro Autista/psicologia
Terapia Comportamental/métodos
Comportamento Imitativo
Patinação/psicologia
[Mh] Termos MeSH secundário: Criança
Seres Humanos
Masculino
Destreza Motora
Ensino de Recuperação/métodos
Habilidades Sociais
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:171021
[Lr] Data última revisão:
171021
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160916
[St] Status:MEDLINE


  4 / 1235 MEDLINE  
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[PMID]:27356672
[Au] Autor:Corvacho Del Toro IM
[Ad] Endereço:1 Institut für Psycholinguistik und Didaktik der deutschen Sprache, Frankfurt a. M.
[Ti] Título:[A qualitative analysis of spelling mistakes and a systematic supportive learning instruction of spelling disorder].
[Ti] Título:Zur qualitativen Rechtschreibfehleranalyse und einer schriftsystematischen lernförderlichen Behandlung der Rechtschreibstörung..
[So] Source:Z Kinder Jugendpsychiatr Psychother;44(5):397-408, 2016 09.
[Is] ISSN:1422-4917
[Cp] País de publicação:Switzerland
[La] Idioma:ger
[Ab] Resumo:This paper explains how a qualitative analysis of spelling mistakes (Oldenburger Fehleranalyse, Thomé & Thomé, 2014) may be used to select learning materials according to individual needs. The pre-post design with control group serves to evaluate the effects of an intervention that is systematic and learning supportive for pupils with a diagnosed spelling disorder (ages 12 to 14; 6th-8th grade). Therapists of the experimental group were instructed to apply a series of linguistic and psycholinguistic criteria when creating the material for instruction and when carrying out the therapy. Therapists of the control group carried out the intervention without attending to these criteria, although they did have knowledge about the pupil's profile in spelling mistakes. The intervention included 20 sessions. The ANOVA shows improvement for both groups (HSP, May 2012): (F(1, 14) = 15,05, p = .002, η2 = .518). For the experimental group it is stronger, and the difference in achievement gain is significant (F(1, 14) = 4,70, p = .048; η2 = .25). These results support a combination of qualitative analysis and a high qualification for therapists that relates specifically to orthography and its instruction. For some pupils the changes in the qualitative profiles reveal persistent support requirements in phonology or grammar instruction.
[Mh] Termos MeSH primário: Dislexia/diagnóstico
Dislexia/terapia
Ensino de Recuperação/métodos
Aprendizagem Verbal
Redação
[Mh] Termos MeSH secundário: Adolescente
Criança
Dislexia/classificação
Feminino
Seres Humanos
Masculino
Psicolinguística
Pesquisa Qualitativa
[Pt] Tipo de publicação:CONTROLLED CLINICAL TRIAL; JOURNAL ARTICLE
[Em] Mês de entrada:1701
[Cu] Atualização por classe:170816
[Lr] Data última revisão:
170816
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160701
[St] Status:MEDLINE


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[PMID]:27008047
[Au] Autor:Strout K; Haidemenos K
[Ad] Endereço:Kelley Strout is an assistant professor of nursing at the University of Maine in Orono, Me. Karen Haidemenos is an educational nurse consultant at Kaplan Test Prep in New York, N.Y.
[Ti] Título:Eight remediation strategies to improve test performance.
[So] Source:Nursing;46(4):21-2, 2016 Apr.
[Is] ISSN:1538-8689
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Educação em Enfermagem/métodos
Avaliação Educacional/estatística & dados numéricos
Ensino de Recuperação/métodos
Estudantes de Enfermagem/psicologia
Habilidades para Realização de Testes
[Mh] Termos MeSH secundário: Ansiedade
Seres Humanos
Aprendizagem
Pesquisa em Educação de Enfermagem
Pesquisa em Avaliação de Enfermagem
Pesquisa Metodológica em Enfermagem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1608
[Cu] Atualização por classe:160324
[Lr] Data última revisão:
160324
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:160324
[St] Status:MEDLINE
[do] DOI:10.1097/01.NURSE.0000481435.17425.88


  6 / 1235 MEDLINE  
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[PMID]:26716552
[Au] Autor:Derderian CA; Kenkel JM
[Ad] Endereço:The University of Texas Southwestern Medical Center, Dallas, TX.
[Ti] Título:Remediation as a Road to Competency: Strategies for Early Identification of the Struggling Resident and Generating the Remediation Plan.
[So] Source:J Craniofac Surg;27(1):8-12, 2016 Jan.
[Is] ISSN:1536-3732
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Competência Clínica
Educação Médica/métodos
Avaliação Educacional
Competência Profissional
Ensino de Recuperação/métodos
[Mh] Termos MeSH secundário: Feminino
Seres Humanos
Masculino
[Pt] Tipo de publicação:COMMENT; EDITORIAL
[Em] Mês de entrada:1605
[Cu] Atualização por classe:160109
[Lr] Data última revisão:
160109
[Sb] Subgrupo de revista:D
[Da] Data de entrada para processamento:151231
[St] Status:MEDLINE
[do] DOI:10.1097/SCS.0000000000002375


  7 / 1235 MEDLINE  
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[PMID]:26443085
[Au] Autor:Holland C
[Ad] Endereço:Guys, King's and St Thomas' School of Medical Education, King's College London, Henrietta Raphael House, Guys Campus, London, SE1 1UL, UK. Christopher.holland@kcl.ac.uk.
[Ti] Título:Critical review: medical students' motivation after failure.
[So] Source:Adv Health Sci Educ Theory Pract;21(3):695-710, 2016 Aug.
[Is] ISSN:1573-1677
[Cp] País de publicação:Netherlands
[La] Idioma:eng
[Ab] Resumo:About 10 % of students in each years' entrants to medical school will encounter academic failure at some stage in their programme. The usual approach to supporting these students is to offer them short term remedial study programmes that often enhance approaches to study that are orientated towards avoiding failure. In this critical review I will summarise the current theories about student motivation that are most relevant to this group of students and describe how they are enhanced or not by various contextual factors that medical students experience during their programme. I will conclude by suggesting ways in which support programmes for students who have encountered academic failure might be better designed and researched in the future.
[Mh] Termos MeSH primário: Motivação
Estudantes de Medicina/psicologia
[Mh] Termos MeSH secundário: Educação Médica/métodos
Educação Médica/normas
Avaliação Educacional
Seres Humanos
Ensino de Recuperação
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170817
[Lr] Data última revisão:
170817
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:151008
[St] Status:MEDLINE
[do] DOI:10.1007/s10459-015-9643-8


  8 / 1235 MEDLINE  
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[PMID]:26287822
[Au] Autor:van den Hondel D; Aarsen FK; Wijnen RM; Sloots CE; IJsselstijn H
[Ad] Endereço:Department of Paediatric Surgery, Erasmus MC - Sophia Children's Hospital, Rotterdam, the Netherlands.
[Ti] Título:Children with congenital colorectal malformations often require special education or remedial teaching, despite normal intelligence.
[So] Source:Acta Paediatr;105(2):e77-84, 2016 Feb.
[Is] ISSN:1651-2227
[Cp] País de publicação:Norway
[La] Idioma:eng
[Ab] Resumo:AIM: This study prospectively evaluated neuropsychological functioning in 8-year-old patients with anorectal malformation (ARM) and Hirschsprung's disease (HD). METHODS: School functioning and behaviour were assessed in a standardised interview. Intelligence, attention, self-esteem and quality of life were evaluated with validated tests and questionnaires. The following predictors were assessed: socio-economic status, number of episodes of general anaesthesia, laxative treatment and premature birth. Severely intellectually disabled patients were excluded. RESULTS: In total, twelve of the 23 (52%) patients with ARM and 11 (55%) of the 20 patients with HD received special education or remedial teaching. The intelligence quotient was normal: mean (standard deviation or SD) was 98 (17) and 96 (17), respectively. However, sustained attention was below the norm: mean (SD) Z-score was -1.90 (1.94) and -1.43 (1.98) for ARM and HD patients; both p < 0.01. Self-esteem was normal: mean (SD) Z-score was 0.10 (1.29) and -0.20 (1.11) for ARM and HD patients. Quality of life was normal in ARM patients and slightly impaired in HD patients. No predictors for neuropsychological outcome were identified. CONCLUSION: Despite normal intelligence, more than half of these patients received special education or remedial teaching. In addition, problems with sustained attention were found. These findings are important for long-term care.
[Mh] Termos MeSH primário: Colo/anormalidades
Educação Especial
Inteligência
Reto/anormalidades
[Mh] Termos MeSH secundário: Atenção
Criança
Desenvolvimento Infantil
Cognição
Emoções
Feminino
Doença de Hirschsprung/fisiopatologia
Seres Humanos
Entrevistas como Assunto
Masculino
Estudos Prospectivos
Qualidade de Vida
Ensino de Recuperação
Autoimagem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1610
[Cu] Atualização por classe:161230
[Lr] Data última revisão:
161230
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:150820
[St] Status:MEDLINE
[do] DOI:10.1111/apa.13154


  9 / 1235 MEDLINE  
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[PMID]:26179910
[Au] Autor:Schutte AF
[Ad] Endereço:Department of Anatomy, University of California San Francisco, San Francisco, California.
[Ti] Título:Who is repeating anatomy? Trends in an undergraduate anatomy course.
[So] Source:Anat Sci Educ;9(2):171-8, 2016 Mar-Apr.
[Is] ISSN:1935-9780
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Anatomy courses frequently serve as prerequisites or requirements for health sciences programs. Due to the challenging nature of anatomy, each semester there are students remediating the course (enrolled in the course for a second time), attempting to earn a grade competitive for admissions into a program of study. In this retrospective study, remediation rates and trends in an undergraduate anatomy course with over 400 students enrolled each semester at a large Midwestern university were identified. Demographic data was collected from spring 2004 to spring 2010, including students' age, ethnicity, major of study, class standing, college admission tests (ACT and SAT®) scores, anatomy laboratory and lecture examination scores, and final anatomy grades for each semester. Eleven percent of the students repeated the course at least once. Gender, ethnicity, major of study and SAT scores were all shown to be associated with whether or not a student would need to repeat the course. On average, students who repeated anatomy demonstrated significant improvements in lecture and laboratory scores when comparing first and second enrollments in anatomy, and therefore also saw improved final course grades in their second enrollment. These findings will aid future instructors to identify and assist at-risk students to succeed in anatomy. Instructors from other institutions may also find the results to be useful for identifying students at risk for struggling.
[Mh] Termos MeSH primário: Anatomia/educação
Escolaridade
Ensino de Recuperação/tendências
Estudantes de Ciências da Saúde
Universidades/tendências
[Mh] Termos MeSH secundário: Avaliação Educacional
Feminino
Seres Humanos
Masculino
Estudos Retrospectivos
Fatores de Tempo
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1612
[Cu] Atualização por classe:161230
[Lr] Data última revisão:
161230
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:150717
[St] Status:MEDLINE
[do] DOI:10.1002/ase.1553


  10 / 1235 MEDLINE  
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[PMID]:25821152
[Au] Autor:Taha H; Saiegh-Haddad E
[Ad] Endereço:The Cognitive Lab for Reading and Learning and the Special Education Department, Sakhnin College for Teachers' Education, Sakhnin, Israel. htaha@macam.ac.il.
[Ti] Título:The Role of Phonological versus Morphological Skills in the Development of Arabic Spelling: An Intervention Study.
[So] Source:J Psycholinguist Res;45(3):507-35, 2016 Jun.
[Is] ISSN:1573-6555
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The current study investigated the contribution of two linguistic intervention programs, phonological and morphological to the development of word spelling among skilled and poor native Arabic readers, in three grades: second, fourth and sixth. The participants were assigned to three experimental groups: morphological intervention, phonological intervention and a non-intervention control group. Phonological awareness, morphological awareness, and spelling abilities were tested before and after the intervention. Participants from both linguistic intervention programs and in all grades made significant progress in linguistic awareness and spelling after the intervention. The results showed that both intervention programs were successful in promoting children's spelling skills in both groups. Also, older poor readers showed a stronger response to the morphological intervention than the older skilled readers. A transfer effect was found with the phonological training contributing to the morphological skills and vice versa. The results of the current study were discussed in the light of developmental and psycholinguistic views of spelling acquisition as well as the characteristics of Arabic language and orthography.
[Mh] Termos MeSH primário: Alfabetização
Fonética
Psicolinguística
Leitura
Ensino de Recuperação/métodos
[Mh] Termos MeSH secundário: Árabes
Criança
Seres Humanos
[Pt] Tipo de publicação:CLINICAL STUDY; JOURNAL ARTICLE
[Em] Mês de entrada:1706
[Cu] Atualização por classe:171027
[Lr] Data última revisão:
171027
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:150331
[St] Status:MEDLINE
[do] DOI:10.1007/s10936-015-9362-6



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