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[PMID]:29236538
[Au] Autor:Ruth BJ; Wachman MK; Marshall JW; Backman AR; Harrington CB; Schultz NS; Ouimet KJ
[Ad] Endereço:Betty J. Ruth, Madeline K. Wachman, Calla B. Harrington, and Kaitlyn J. Ouimet are with Boston University School of Social Work, Boston, MA. Jamie W. Marshall is with the Group for Public Health Social Work Initiatives, Boston. Allison R. Backman and Neena S. Schultz are with Boston University Schoo
[Ti] Título:Health in All Social Work Programs: Findings From a US National Analysis.
[So] Source:Am J Public Health;107(S3):S267-S273, 2017 Dec.
[Is] ISSN:1541-0048
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVES: To establish a baseline of health content in 4 domains of US social work education-baccalaureate, master's, doctoral, and continuing education programs-and to introduce the Social Work Health Impact Model, illustrating social work's multifaceted health services, from clinical to wide-lens population health approaches. METHODS: We analyzed US social work programs' Web site content to determine amount and types of health content in mission statements, courses, and specializations. Coding criterion determined if content was (1) health or health-related (HHR) and (2) had wide-lens health (WLH) emphasis. A second iteration categorized HHR and WLH courses into health topics. RESULTS: We reviewed 4831 courses. We found broad HHR content in baccalaureate, master's, and continuing education curricula; doctoral programs had limited health content. We identified minimal WLH content across all domains. Topical analysis indicated that more than 50% of courses concentrated on 3 areas: mental and behavioral health, abuse and violence, and substance use and addictions. CONCLUSIONS: As a core health profession, social work must strengthen its health and wide-lens content to better prepare graduates for integrated practice and collaboration in the changing health environment.
[Mh] Termos MeSH primário: Educação Profissional em Saúde Pública/estatística & dados numéricos
Serviço Social/educação
Assistentes Sociais/educação
[Mh] Termos MeSH secundário: Educação Baseada em Competências/organização & administração
Aconselhamento/educação
Currículo
Ocupações em Saúde/educação
Seres Humanos
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171227
[Lr] Data última revisão:
171227
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE
[do] DOI:10.2105/AJPH.2017.304034


  2 / 7506 MEDLINE  
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[PMID]:29065016
[Au] Autor:Karani R; Varpio L; May W; Horsley T; Chenault J; Miller KH; O'Brien B
[Ad] Endereço:R. Karani is senior associate dean for undergraduate medical education and curricular affairs and professor of medical education, medicine and geriatrics and palliative medicine, Icahn School of Medicine at Mount Sinai, New York, New York. L. Varpio is associate professor, Department of Medicine, Uniformed Services University of Health Sciences, Bethesda, Maryland. W. May is director and professor, Clinical Skills Education and Evaluation Center, Keck School of Medicine of USC, Los Angeles, California. T. Horsley is associate director, Research Unit, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. J. Chenault is associate professor, Reference Department, Kornhauser Health Sciences Library, University of Louisville, Louisville, Kentucky. K.H. Miller is 2017 chair, Research in Medical Education Program Planning Committee, and associate professor of graduate medical education, University of Louisville School of Medicine, Louisville, Kentucky. B. O'Brien is associate professor, Department of Medicine, University of California, San Francisco, San Francisco, California.
[Ti] Título:Commentary: Racism and Bias in Health Professions Education: How Educators, Faculty Developers, and Researchers Can Make a Difference.
[So] Source:Acad Med;92(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions):S1-S6, 2017 Nov.
[Is] ISSN:1938-808X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The Research in Medical Education (RIME) Program Planning Committee is committed to advancing scholarship in and promoting dialogue about the critical issues of racism and bias in health professions education (HPE). From the call for studies focused on underrepresented learners and faculty in medicine to the invited 2016 RIME plenary address by Dr. Camara Jones, the committee strongly believes that dismantling racism is critical to the future of HPE.The evidence is glaring: Dramatic racial and ethnic health disparities persist in the United States, people of color remain deeply underrepresented in medical school and academic health systems as faculty, learner experiences across the medical education continuum are fraught with bias, and current approaches to teaching perpetuate stereotypes and insufficiently challenge structural inequities. To achieve racial justice in HPE, academic medicine must commit to leveraging positions of influence and contributing from these positions. In this Commentary, the authors consider three roles (educator, faculty developer, and researcher) represented by the community of scholars and pose potential research questions as well as suggestions for advancing educational research relevant to eliminating racism and bias in HPE.
[Mh] Termos MeSH primário: Educação Médica
Docentes de Medicina
Racismo
Pesquisadores
[Mh] Termos MeSH secundário: Centros Médicos Acadêmicos
Currículo
Ocupações em Saúde/educação
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171030
[Lr] Data última revisão:
171030
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171025
[St] Status:MEDLINE
[do] DOI:10.1097/ACM.0000000000001928


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[PMID]:28854090
[Au] Autor:Dow A; Thibault G
[Ad] Endereço:From the Office of the Vice President for Health Sciences, Virginia Commonwealth University, Richmond (A.D.); the Josiah Macy Jr. Foundation, New York (G.T.); and Harvard Medical School, Boston (G.T.).
[Ti] Título:Interprofessional Education - A Foundation for a New Approach to Health Care.
[So] Source:N Engl J Med;377(9):803-805, 2017 Aug 31.
[Is] ISSN:1533-4406
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Pessoal de Saúde/educação
Relações Interprofissionais
Equipe de Assistência ao Paciente
[Mh] Termos MeSH secundário: Currículo
Educação de Graduação em Medicina
Educação em Enfermagem
Educação em Farmácia
Ocupações em Saúde/educação
Seres Humanos
Escolas para Profissionais de Saúde
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170906
[Lr] Data última revisão:
170906
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:170831
[St] Status:MEDLINE
[do] DOI:10.1056/NEJMp1705665


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[PMID]:28817430
[Au] Autor:Maggio LA; Meyer HS; Artino AR
[Ad] Endereço:L.A. Maggio is associate professor of medicine and associate director of distance learning and technology, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: http://orcid.org/0000-0002-2997-6133. H.S. Meyer is assistant professor of medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland; Twitter: @hollysmeyer; ORCID: http://orcid.org/0000-0001-8833-8003. A.R. Artino Jr is professor of medicine and deputy director, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; Twitter: @mededdoc; ORCID: http://orcid.org/0000-0003-2661-7853.
[Ti] Título:Beyond Citation Rates: A Real-Time Impact Analysis of Health Professions Education Research Using Altmetrics.
[So] Source:Acad Med;92(10):1449-1455, 2017 Oct.
[Is] ISSN:1938-808X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:PURPOSE: To complement traditional citation-based metrics, which take years to accrue and indicate only academic attention, academia has begun considering altmetrics or alternative metrics, which provide timely feedback on an article's impact by tracking its dissemination via nontraditional outlets, such as blogs and social media, across audiences. This article describes altmetrics and examines altmetrics attention, outlets used, and top article characteristics for health professions education (HPE) research. METHOD: Using Altmetric Explorer, a tool to search altmetrics activity, the authors searched for HPE articles that had at least one altmetrics event (e.g., an article was tweeted or featured in a news story) between 2011 and 2015. Retrieved articles were analyzed using descriptive statistics. In addition, the 10 articles with the highest Altmetric Attention Scores were identified and their key characteristics extracted. RESULTS: The authors analyzed 6,265 articles with at least one altmetrics event from 13 journals. Articles appeared in 14 altmetrics outlets. Mendeley (161,470 saves), Twitter (37,537 tweets), and Facebook (1,650 posts) were most popular. The number of HPE articles with altmetrics attention increased 145%, from 539 published in 2011 to 1,321 in 2015. In 2015, 50% or more of the articles in 5 journals received altmetrics attention. Themes for articles with the most altmetrics attention included social media or social networking; three such articles were written as tips or guides. CONCLUSIONS: Increasing altmetrics attention signals interest in HPE research and the need for further investigation. Knowledge of popular and underused outlets may help investigators strategically share research for broader dissemination.
[Mh] Termos MeSH primário: Bibliometria
Pesquisa Biomédica/estatística & dados numéricos
Ocupações em Saúde/educação
Publicações Periódicas como Assunto
Mídias Sociais
[Mh] Termos MeSH secundário: Seres Humanos
Fator de Impacto de Revistas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171004
[Lr] Data última revisão:
171004
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:170818
[St] Status:MEDLINE
[do] DOI:10.1097/ACM.0000000000001897


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[PMID]:28796774
[Au] Autor:Brûlé J; Tousignant B; Nicholls G; Pearce MG
[Ad] Endereço:École d'optométrie, Université de Montréal, Canada.
[Ti] Título:An in-country model of workforce support for trained mid-level eye care workers in Papua New Guinea and Pacific Islands.
[So] Source:N Z Med J;130(1460):83-86, 2017 Aug 11.
[Is] ISSN:1175-8716
[Cp] País de publicação:New Zealand
[La] Idioma:eng
[Ab] Resumo:To alleviate the significant burden of vision impairment and blindness in low-resource settings, addressing the shortage in human resources in eye care is one of the fundamental strategies. With its postgraduate training programmes, The Fred Hollows Foundation New Zealand (FHFNZ) aims to increase workforce capacity in the Pacific Island countries and territories and Papua New Guinea. This paper presents an in-country model to offer support to graduates, an essential element to retain them in the workforce and ensure they are able to perform the tasks they were trained to do. FHFNZ has designed a workforce support programme employing a standardised process, allowing comparable reporting and providing data for FHFNZ to evaluate its training programmes, outputs as well as professional recognition and integration in the workplace.
[Mh] Termos MeSH primário: Competência Clínica/normas
Educação de Pós-Graduação em Medicina/normas
Recursos Humanos em Saúde/normas
Ocupações em Saúde/educação
[Mh] Termos MeSH secundário: Oftalmopatias/terapia
Seres Humanos
Papua Nova Guiné
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170817
[Lr] Data última revisão:
170817
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170811
[St] Status:MEDLINE


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[PMID]:28720924
[Au] Autor:Ratka A; Zorek JA; Meyer SM
[Ad] Endereço:Chicago State University College of Pharmacy, Chicago, Illinois.
[Ti] Título:Overview of Faculty Development Programs for Interprofessional Education.
[So] Source:Am J Pharm Educ;81(5):96, 2017 Jun.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To describe characteristics of faculty development programs designed to facilitate interprofessional education, and to compile recommendations for development, delivery, and assessment of such faculty development programs. MEDLINE, CINAHL, ERIC, and Web of Science databases were searched using three keywords: faculty development, interprofessional education, and health professions. Articles meeting inclusion criteria were analyzed for emergent themes, including program design, delivery, participants, resources, and assessment. Seventeen articles were identified for inclusion, yielding five characteristics of a successful program: institutional support; objectives and outcomes based on interprofessional competencies; focus on consensus-building and group facilitation skills; flexibility based on institution- and participant-specific characteristics; and incorporation of an assessment strategy. The themes and characteristics identified in this literature overview may support development of faculty development programs for interprofessional education. An advanced evidence base for interprofessional education faculty development programs is needed.
[Mh] Termos MeSH primário: Docentes/educação
Ocupações em Saúde/educação
Estudos Interdisciplinares
Relações Interprofissionais
Desenvolvimento de Programas/métodos
[Mh] Termos MeSH secundário: Educação em Farmácia
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171030
[Lr] Data última revisão:
171030
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170720
[St] Status:MEDLINE
[do] DOI:10.5688/ajpe81596


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[PMID]:28720923
[Au] Autor:Witry MJ; LaFever M; Gu X
[Ad] Endereço:University of Iowa College of Pharmacy, Iowa City, Iowa.
[Ti] Título:A Narrative Review of Medication Adherence Educational Interventions for Health Professions Students.
[So] Source:Am J Pharm Educ;81(5):95, 2017 Jun.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To review published educational interventions focusing on medication non-adherence. A literature search was performed of educational articles on the topic of medication adherence. Data on interventions and learning assessments were abstracted for relevant studies meeting search criteria. Twenty studies met inclusion criteria. Sixteen included pill-taking experiences with regimens of candies or placebos and varied in their inclusion of novel elements to highlight issues such as stigma, regimen complexity, and adherence measurement. Three studies involved interacting with the public. Qualitative and quantitative methods were used to assess a variety of learning outcomes. Pill-taking experiences can help future providers appreciate the complex logistics of medication-taking, but are less capable of addressing the psychosocial aspects of adherence. A promising area for learning is to interact with actual medication users to understand their experiences and perspectives.
[Mh] Termos MeSH primário: Educação em Farmácia
Ocupações em Saúde/educação
Adesão à Medicação/psicologia
Estudantes de Ciências da Saúde
[Mh] Termos MeSH secundário: Seres Humanos
Placebos/administração & dosagem
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Nm] Nome de substância:
0 (Placebos)
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171030
[Lr] Data última revisão:
171030
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170720
[St] Status:MEDLINE
[do] DOI:10.5688/ajpe81595


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[PMID]:28720922
[Au] Autor:Sincak C; Gunn J; Conroy C; Komperda K; Van Kanegan K; Krumdick N; Lee M; Kanjirath P; Lempicki K; Heinking K; Spiegel J
[Ad] Endereço:Chicago College of Pharmacy, Midwestern University, Downers Grove, Illinois.
[Ti] Título:Transformation of an Online Multidisciplinary Course into a Live Interprofessional Experience.
[So] Source:Am J Pharm Educ;81(5):94, 2017 Jun.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To design, implement, and assess an interprofessional education (IPE) course in the first professional year of students enrolled in eight different health professions programs. An interprofessional faculty committee created a 1-credit hour required IPE course to not only teach students about the roles and responsibilities of each discipline and how they may contribute to an interprofessional team, but to also improve collaboration and team-based communication skills among health care professions students. Students were placed in interprofessional groups and met weekly to participate in didactic lectures, discussion sessions, and a standardized patient encounter. Seven hundred and eighty-three health professions students were enrolled in the course, of which 130 students completed questionnaires at all three time points. Students were neutral about the course and found it moderately valuable (Mean 6.23 [on a scale from 1 to 10], interesting (Mean 5.61), and enjoyable (Mean 5.57). Written feedback from the course indicated that the majority of students enjoyed the standardized patient encounter and thought the course provided a valuable opportunity to interact with other students in other health professions programs. This required course served as an introductory interprofessional approach in preparing health professions students to learn from each other about their various roles and responsibilities and how each can contribute to the health care team.
[Mh] Termos MeSH primário: Ocupações em Saúde/educação
Estudos Interdisciplinares
Desenvolvimento de Programas/métodos
Estudantes de Ciências da Saúde
[Mh] Termos MeSH secundário: Educação em Farmácia
Seres Humanos
Relações Interprofissionais
Equipe de Assistência ao Paciente
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171030
[Lr] Data última revisão:
171030
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170720
[St] Status:MEDLINE
[do] DOI:10.5688/ajpe81594


  9 / 7506 MEDLINE  
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[PMID]:28659095
[Ti] Título:'Ambassadors' could encourage students to take up careers in health and social care.
[So] Source:Nurs Manag (Harrow);24(4):7, 2017 Jun 29.
[Is] ISSN:1354-5760
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:NHS organisations in the UK should invest more in the skills of the domestic population, according to NHS Employers.
[Mh] Termos MeSH primário: Escolha da Profissão
Ocupações em Saúde
Ciências Sociais
[Mh] Termos MeSH secundário: Estudantes
Reino Unido
[Pt] Tipo de publicação:NEWS
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171010
[Lr] Data última revisão:
171010
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170630
[St] Status:MEDLINE
[do] DOI:10.7748/nm.24.4.7.s6


  10 / 7506 MEDLINE  
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[PMID]:28654979
[Au] Autor:Mullan F
[Ad] Endereço:Milken Institute of Public Health, George Washington University, Washington, DC.
[Ti] Título:Social Mission in Health Professions Education: Beyond Flexner.
[So] Source:JAMA;318(2):122-123, 2017 Jul 11.
[Is] ISSN:1538-3598
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Educação Médica/normas
Ocupações em Saúde/educação
Responsabilidade Social
[Mh] Termos MeSH secundário: Educação Médica/história
História do Século XX
Faculdades de Medicina/história
Estados Unidos
Universidades/história
[Pt] Tipo de publicação:HISTORICAL ARTICLE; JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170906
[Lr] Data última revisão:
170906
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:170628
[St] Status:MEDLINE
[do] DOI:10.1001/jama.2017.7286



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