Base de dados : MEDLINE
Pesquisa : I02.399.136 [Categoria DeCS]
Referências encontradas : 7 [refinar]
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  1 / 7 MEDLINE  
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[PMID]:29463523
[Au] Autor:Päkkilä F
[Ad] Endereço:University of Oulu and Oulu University Hospital, Department of Obstetrics and Gynaecology and Medical Research Centre, FI-90014 Oulu, Finland fanni.pakkila@oulu.fi.
[Ti] Título:Mild thyroid dysfunction in pregnancy and children's educational performance.
[So] Source:BMJ;360:k636, 2018 02 20.
[Is] ISSN:1756-1833
[Cp] País de publicação:England
[La] Idioma:eng
[Mh] Termos MeSH primário: Desempenho Acadêmico
Doenças da Glândula Tireoide
[Mh] Termos MeSH secundário: Criança
Escolaridade
Feminino
Seres Humanos
Gravidez
[Pt] Tipo de publicação:EDITORIAL; COMMENT
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:180222
[St] Status:MEDLINE
[do] DOI:10.1136/bmj.k636


  2 / 7 MEDLINE  
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[PMID]:29194299
[Au] Autor:Freeman JC; All A
[Ad] Endereço:About the Authors Julie C. Freeman, DNP, ACNP-BC, RN, is an assistant professor and coordinator of Promoting Academic Success (PASS) Mentoring to Educate, Retain, and Empower Nurses (MEREN), School of Nursing, Auburn University at Montgomery College of Nursing and Health Sciences, Alabama. Anita All, PhD, RN, is a professor, School of Nursing, Auburn University at Montgomery College of Nursing and Health Sciences, Alabama. For more information, write to Dr. Freeman at Jfreema3@aum.edu.
[Ti] Título:Academic Support Programs Utilized for Nursing Students at Risk of Academic Failure: A Review of the Literature.
[So] Source:Nurs Educ Perspect;38(2):69-74, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:AIM: The purpose of the literature review is to evaluate and discuss the various types of academic support programs used for at-risk nursing students to identify those that are most effective. BACKGROUND: Nurse educators are concerned about students admitted to nursing programs who are unable to successfully complete the program. METHOD: To determine the format and efficacy of academic support programs, the literature review addressed the identification of at-risk students and academic support programs applicable to all student groups. RESULTS: Nurse educators need to develop and implement plans to support and retain students in order to address the impending nursing shortage. CONCLUSION: Replacing a student lost to academic failure is difficult. Although utilized in different manners, academic support programs are an effective retention strategy.
[Mh] Termos MeSH primário: Fracasso Acadêmico
Bacharelado em Enfermagem
Modelos Educacionais
Estudantes de Enfermagem
[Mh] Termos MeSH secundário: Desempenho Acadêmico
Logro
Seres Humanos
Tutoria
Pesquisa em Educação de Enfermagem
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.1097/01.NEP.0000000000000089


  3 / 7 MEDLINE  
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[PMID]:29194150
[Au] Autor:Torregosa MB; Ynalvez MA; Schiffman R; Morin K
[Ti] Título:English-Language Proficiency, Academic Networks, and Academic Performance of Mexican American Baccalaureate Nursing Students.
[So] Source:Nurs Educ Perspect;36(1):8-15, 2015 Jan/Feb.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:AIM: We examine how academic networks mediate between English-language proficiency and academic performance. BACKGROUND: The relationship between English-language proficiency and academic performance remains inconclusive; it is possible that academic networks play a role in this relationship. Filling this knowledge gap is central to building best practices in teaching, and to evaluating the impact of networks on success. METHOD: Data were analyzed from 164 Mexican American nursing students. We used English Language Acculturation Scale (ELAS) items as predictors, interaction with academic networks as the mediating variable, and course grade as the outcome; regression analyses were performed. RESULTS: Interaction with academic networks correlated with grades; ELAS was not significant. Instead, academic networks mediated between entrance GPA and grades, an unexpected finding. CONCLUSION: Academic networks are critical in academic performance. However, only those students who have a history of high performance are likely to have or to activate academic networks.
[Mh] Termos MeSH primário: Desempenho Acadêmico/estatística & dados numéricos
Aculturação
Bacharelado em Enfermagem/organização & administração
Bacharelado em Enfermagem/estatística & dados numéricos
Avaliação Educacional/estatística & dados numéricos
Americanos Mexicanos/estatística & dados numéricos
Estudantes de Enfermagem/estatística & dados numéricos
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Meia-Idade
Multilinguismo
Estados Unidos
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.5480/13-1136.1


  4 / 7 MEDLINE  
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[PMID]:29233282
[Au] Autor:Peasah SK; Marshall LL
[Ad] Endereço:Mercer University College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States. Electronic address: Peasah_sk@mercer.edu.
[Ti] Título:The use of debates as an active learning tool in a college of pharmacy healthcare delivery course.
[So] Source:Curr Pharm Teach Learn;9(3):433-440, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: To describe the use of debates, and to evaluate student performance and perceptions, when student debates are incorporated as an active learning tool in a required pharmacy healthcare delivery course. EDUCATIONAL ACTIVITY AND SETTING: Student live debates replaced 15% of a traditional lecture-based course. Twelve healthcare controversies were debated by student teams each year. Student perception of debate utility and opinion on topics, pre- and post-debate, were measured via a voluntary survey. Both peer and instructor's assessments of team performances, as well as individual student performance on the debate-based questions on course exams, contributed to course grade. FINDINGS: The average survey response rates were 76% (2014) and 86% (2015). Fifteen-54% of student respondents changed their opinion on individual debate topics due to the debates. Although exam performance on debate-based questions was no better than on lecture-based questions, respondents who found the debates useful or very useful in mastering course material increased by 19% post versus pre-debate surveys. SUMMARY: Debates are an effective active learning tool for engaging students in controversial subjects. Assessment of student performance should include student and instructor evaluations, and can be incorporated into the course grade.
[Mh] Termos MeSH primário: Educação em Farmácia/métodos
Aprendizagem Baseada em Problemas
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Desempenho Acadêmico
Adulto
Atitude
Assistência à Saúde
Feminino
Seres Humanos
Masculino
Percepção
Faculdades de Farmácia
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


  5 / 7 MEDLINE  
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[PMID]:29233276
[Au] Autor:Taglieri C; Schnee D; Dvorkin Camiel L; Zaiken K; Mistry A; Nigro S; Tataronis G; Patel D; Jacobson S; Goldman J
[Ad] Endereço:Assistant Professor of Pharmacy Practice MCPHS University, 179 Longwood Ave., Boston, MA 02115, United States. Electronic address: catherine.taglieri@mcphs.edu.
[Ti] Título:Comparison of long-term knowledge retention in lecture-based versus flipped team-based learning course delivery.
[So] Source:Curr Pharm Teach Learn;9(3):391-397, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVES: To determine whether team based learning (TBL) is superior to traditional lecture -based learning in confidence and knowledge retention one year later. DESIGN: A survey was administered 17 months after a completion of a required over-the-counter /self-care (OTC) course to two different cohorts of students. The survey assessed confidence and knowledge related to OTC topics. The lecture group had a traditional lecture based classroom experience; the intervention group experienced a TBL format throughout the entire course. ASSESSMENT: One hundred forty-seven students of 283 enrolled (51.9%) in the lecture group and 222 of 305 (72.8%) students in the TBL group participated in the knowledge assessment and survey. Demographic data including student grade point averages (GPA) and confidence were similar in both groups. Mean assessment scores (±SD) on OTC knowledge was significantly higher in the traditional lecture based group versus the TBL group; 62.9±19.3 vs. 54.9±15.7 (p=0.001). CONCLUSION: Although TBL is thought to improve student engagement and mastery of material, after an initial implementation of TBL, knowledge retention in the long term appears to be lower than lecture based learning.
[Mh] Termos MeSH primário: Educação em Farmácia/métodos
Conhecimentos, Atitudes e Prática em Saúde
Retenção (Psicologia)
Estudantes de Farmácia/psicologia
[Mh] Termos MeSH secundário: Desempenho Acadêmico
Feminino
Seres Humanos
Aprendizagem
Masculino
Medicamentos sem Prescrição
Autoeficácia
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE
[Nm] Nome de substância:
0 (Nonprescription Drugs)
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


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[PMID]:28464809
[Au] Autor:Bonsaksen T; Brown T; Lim HB; Fong K
[Ad] Endereço:Department of Occupational Therapy, Prosthetics and Orthotics, Faculty of Health Sciences, Oslo and Akershus University College of Applied Sciences, PO Box 4, St. Olavs Plass, Oslo, 0130, Norway. tore.bonsaksen@hioa.no.
[Ti] Título:Approaches to studying predict academic performance in undergraduate occupational therapy students: a cross-cultural study.
[So] Source:BMC Med Educ;17(1):76, 2017 May 02.
[Is] ISSN:1472-6920
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Learning outcomes may be a result of several factors including the learning environment, students' predispositions, study efforts, cultural factors and approaches towards studying. This study examined the influence of demographic variables, education-related factors, and approaches to studying on occupational therapy students' Grade Point Average (GPA). METHODS: Undergraduate occupational therapy students (n = 712) from four countries completed the Approaches and Study Skills Inventory for Students (ASSIST). Demographic background, education-related factors, and ASSIST scores were used in a hierarchical linear regression analysis to predict the students' GPA. RESULTS: Being older, female and more time engaged in self-study activities were associated with higher GPA among the students. In addition, five ASSIST subscales predicted higher GPA: higher scores on 'seeking meaning', 'achieving', and 'lack of purpose', and lower scores on 'time management' and 'fear of failure'. The full model accounted for 9.6% of the variance related to the occupational therapy students' GPA. CONCLUSIONS: To improve academic performance among occupational therapy students, it appears important to increase their personal search for meaning and motivation for achievement, and to reduce their fear of failure. The results should be interpreted with caution due to small effect sizes and a modest amount of variance explained by the regression model, and further research on predictors of academic performance is required.
[Mh] Termos MeSH primário: Desempenho Acadêmico
Aprendizagem
Terapia Ocupacional/educação
Estudantes de Ciências da Saúde
[Mh] Termos MeSH secundário: Adolescente
Adulto
Austrália
Comparação Transcultural
Educação Profissionalizante
Avaliação Educacional/métodos
Feminino
Previsões
Hong Kong
Seres Humanos
Masculino
Noruega
Singapura
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180123
[Lr] Data última revisão:
180123
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170504
[St] Status:MEDLINE
[do] DOI:10.1186/s12909-017-0914-3


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[PMID]:29180207
[Au] Autor:Walker JL; Nathwani JN; Mohamadipanah H; Laufer S; Jocewicz FF; Gwillim E; Pugh CM
[Ad] Endereço:Department of Surgery, University of Wisconsin, Madison, Wisconsin. Electronic address: Hammes3@wisc.edu.
[Ti] Título:Residents' response to bleeding during a simulated robotic surgery task.
[So] Source:J Surg Res;220:385-390, 2017 Dec.
[Is] ISSN:1095-8673
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: The aim of this study was to assess performance measurement validity of our newly developed robotic surgery task trainer. We hypothesized that residents would exhibit wide variations in their intercohort performance as well as a measurable difference compared to surgeons in fellowship training. MATERIALS AND METHODS: Our laboratory synthesized a model of a pelvic tumor that simulates unexpected bleeding. Surgical residents and fellows of varying specialties completed a demographic survey and were allowed 20 minutes to resect the tumor using the da Vinci robot and achieve hemostasis. At a standardized event in the simulation, venous bleeding began, and participants attempted hemostasis using suture ligation. A motion tracking system, using electromagnetic sensors, recorded participants' hand movements. A postparticipation Likert scale survey evaluated participants' assessment of the model's realism and usefulness. RESULTS: Three of the seven residents (postgraduate year 2-5), and the fellow successfully resected the tumor in the allotted time. Residents showed high variability in performance and blood loss (125-700 mL) both within their cohort and compared to the fellow (150 mL blood). All participants rated the model as having high realism and utility for trainees. CONCLUSIONS: The results support that our bleeding pelvic tumor simulator has the ability to discriminate resident performance in robotic surgery. The combination of motion, decision-making, and blood loss metrics offers a multilevel performance assessment, analyzing both technical and decision-making abilities.
[Mh] Termos MeSH primário: Cirurgia Geral/educação
Treinamento com Simulação de Alta Fidelidade
[Mh] Termos MeSH secundário: Desempenho Acadêmico
Feminino
Hemorragia/cirurgia
Seres Humanos
Masculino
Robótica
[Pt] Tipo de publicação:JOURNAL ARTICLE; VALIDATION STUDIES
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171211
[Lr] Data última revisão:
171211
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171129
[St] Status:MEDLINE



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