Base de dados : MEDLINE
Pesquisa : I02.399.780 [Categoria DeCS]
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[PMID]:28734181
[Au] Autor:Cunningham S
[Ad] Endereço:Middlesex University, School of Health and Education, The Burroughs, London NW4 4BT, United Kingdom. Electronic address: s.cunningham@mdx.ac.uk.
[Ti] Título:Evaluating a nursing erasmus exchange experience: Reflections on the use and value of the Nominal Group Technique for evaluation.
[So] Source:Nurse Educ Pract;26:68-73, 2017 Sep.
[Is] ISSN:1873-5223
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:This paper discusses the use of Nominal Group Technique (NGT) for European nursing exchange evaluation at one university. The NGT is a semi-quantitative evaluation method derived from the Delphi method popular in the 1970s and 1980s. The NGT was modified from the traditional version retaining the structured cycles and but adding a broader group discussion. The NGT had been used for 2 successive years but required analysis and evaluation itself for credibility and 'fit' for purpose which is presented here. It aimed to explore nursing students' exchange experiences and aid programme development futures exchanges and closure from exchange. Results varied for the cohorts and students as participants enthusiastically engaged generating ample data which they ranked and categorised collectively. Evaluation of the NGT itself was two fold: by the programme team who considered purpose, audience, inclusivity, context and expertise. Secondly, students were asked for their thoughts using a graffiti board. Students avidly engaged with NGT but importantly also reported an effect from the process itself as an opportunity to reflect and share their experiences. The programme team concluded the NGT offered a credible evaluation tool which made use of authentic student voice and offered interactive group processes. Pedagogially, it enabled active reflection thus aiding reorientation back to the United Kingdom and awareness of 'transformative' consequences of their exchange experiences.
[Mh] Termos MeSH primário: Bacharelado em Enfermagem/métodos
Processos Grupais
Programas de Autoavaliação/métodos
Estudantes de Enfermagem/psicologia
Viagem/psicologia
[Mh] Termos MeSH secundário: Adaptação Psicológica
Técnica Delfos
Europa (Continente)
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171102
[Lr] Data última revisão:
171102
[Sb] Subgrupo de revista:IM; N
[Da] Data de entrada para processamento:170723
[St] Status:MEDLINE


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[PMID]:27893902
[Au] Autor:Natvig D; Stark NL
[Ti] Título:A Project Team Analysis Using Tuckman's Model of Small-Group Development.
[So] Source:J Nurs Educ;55(12):675-681, 2016 Dec 01.
[Is] ISSN:1938-2421
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Concerns about equitable workloads for nursing faculty have been well documented, yet a standardized system for workload management does not exist. A project team was challenged to establish an academic workload management system when two dissimilar universities were consolidated. METHOD: Tuckman's model of small-group development was used as the framework for the analysis of processes and effectiveness of a workload project team. Agendas, notes, and meeting minutes were used as the primary sources of information. RESULTS: Analysis revealed the challenges the team encountered. Utilization of a team charter was an effective tool in guiding the team to become a highly productive group. Lessons learned from the analysis are discussed. CONCLUSION: Guiding a diverse group into a highly productive team is complex. The use of Tuckman's model of small-group development provided a systematic mechanism to review and understand group processes and tasks. [J Nurs Educ. 2016;55(12):675-681.].
[Mh] Termos MeSH primário: Docentes de Enfermagem
Processos Grupais
Modelos Educacionais
Competência Profissional
Programas de Autoavaliação
[Mh] Termos MeSH secundário: Seres Humanos
Projetos Piloto
Carga de Trabalho
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1705
[Cu] Atualização por classe:170529
[Lr] Data última revisão:
170529
[Sb] Subgrupo de revista:IM; N
[Da] Data de entrada para processamento:161129
[St] Status:MEDLINE
[do] DOI:10.3928/01484834-20161114-03


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[PMID]:27157543
[Au] Autor:Tavares Figueiredo I; Dupeyron A; Tran B; Duflos C; Julia M; Herisson C; Coudeyre E
[Ad] Endereço:Département de Médecine Physique et de Réadaptation, CHU de Montpellier, CHU Lapeyronie, avenue du Doyen-Gaston-Giraud, 34000 Montpellier, France. Electronic address: i-tavaresfigueiredo@chu-montpellier.fr.
[Ti] Título:Educational self-care objectives within a functional spine restoration program. Retrospective study of 104 patients.
[So] Source:Ann Phys Rehabil Med;59(5-6):289-293, 2016 Dec.
[Is] ISSN:1877-0665
[Cp] País de publicação:Netherlands
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Defining individual educational, or learning, targets is part of the initial educational assessment in rehabilitation programs, but no data are available on how to achieve these goals. OBJECTIVE: We aimed to evaluate whether educational objectives established with the patient as part of a functional spine restoration program integrating self-care sessions were met after the program and associated therapy outcomes. METHODS: This retrospective study involved 104 patients with chronic low-back pain who participated in a self-care rehabilitation program between 2008 and 2012. The program included both physical and educational approaches to dealing with the condition. The main evaluation criterion was achieving the educational objectives established with the patient at 6 months. Secondary criteria were a return to work, pain intensity and impact on function, satisfaction with the program and implementation of physical activity and self-rehabilitation at 6 months. RESULTS: At 6 months, 55% of the established educational objectives were fully achieved and satisfaction was close to 90%. Significantly, more patients were involved in a physical activity at 6 and 12 months and self-rehabilitation exercises at 6 months as compared with at inclusion. Overall, 43.4% were working at inclusion, 64.2% at 6 months and 58.2% at 12 months (P<0.05 compared with inclusion). Pain intensity and scores from the Quebec, Dallas and FABQ questionnaires had significantly decreased at 6 months. CONCLUSION: For more than half of the patients in this self-care rehabilitation program, educational objectives established with the patient were achieved, with a positive effect on returning to work and both professional and physical activities at 6 and 12 months.
[Mh] Termos MeSH primário: Terapia por Exercício/educação
Dor Lombar/reabilitação
Educação de Pacientes como Assunto/métodos
Autocuidado/métodos
Programas de Autoavaliação
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Meia-Idade
Medição da Dor
Avaliação de Programas e Projetos de Saúde
Estudos Retrospectivos
Fatores de Tempo
[Pt] Tipo de publicação:EVALUATION STUDIES; JOURNAL ARTICLE
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170322
[Lr] Data última revisão:
170322
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160510
[St] Status:MEDLINE


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[PMID]:27022772
[Au] Autor:Olson CM
[Ad] Endereço:Division of Nutritional Sciences, Cornell University, Ithaca, New York 14853; email: cmo3@cornell.edu.
[Ti] Título:Behavioral Nutrition Interventions Using e- and m-Health Communication Technologies: A Narrative Review.
[So] Source:Annu Rev Nutr;36:647-64, 2016 Jul 17.
[Is] ISSN:1545-4312
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:e- and m-Health communication technologies are now common approaches to improving population health. The efficacy of behavioral nutrition interventions using e-health technologies to decrease fat intake and increase fruit and vegetable intake was demonstrated in studies conducted from 2005 to 2009, with approximately 75% of trials showing positive effects. By 2010, an increasing number of behavioral nutrition interventions were focusing on body weight. The early emphasis on interventions that were highly computer tailored shifted to personalized electronic interventions that included weight and behavioral self-monitoring as key features. More diverse target audiences began to participate, and mobile components were added to interventions. Little progress has been made on using objective measures rather than self-reported measures of dietary behavior. A challenge for nutritionists is to link with the private sector in the design, use, and evaluation of the many electronic devices that are now available in the marketplace for nutrition monitoring and behavioral change.
[Mh] Termos MeSH primário: Medicina do Comportamento/métodos
Dieta Saudável
Ciências da Nutrição/métodos
Cooperação do Paciente
Telemedicina/história
[Mh] Termos MeSH secundário: Medicina do Comportamento/história
Medicina do Comportamento/tendências
Pesquisa Biomédica/métodos
Pesquisa Biomédica/tendências
CD-ROM
Dieta Redutora
Correio Eletrônico
Comportamento Alimentar
História do Século XXI
Seres Humanos
Internet
Aplicativos Móveis
Ciências da Nutrição/educação
Ciências da Nutrição/história
Ciências da Nutrição/tendências
Sobrepeso/dietoterapia
Educação de Pacientes como Assunto
Setor Privado/tendências
Parcerias Público-Privadas/tendências
Autorrelato
Programas de Autoavaliação
Telemedicina/tendências
[Pt] Tipo de publicação:HISTORICAL ARTICLE; JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170720
[Lr] Data última revisão:
170720
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160330
[St] Status:MEDLINE
[do] DOI:10.1146/annurev-nutr-071715-050815


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[PMID]:26729689
[Au] Autor:Gratton DG; Kwon SR; Blanchette D; Aquilino SA
[Ad] Endereço:Dr. Gratton is Associate Professor and Director, Division of Maxillofacial Prosthodontics, Hospital Dentistry Institute, University of Iowa Hospitals and Clinics; Dr. Kwon is Associate Professor and Program Director, Center for Dental Research, Loma Linda University School of Dentistry; Dr. Blanchet
[Ti] Título:Impact of Digital Tooth Preparation Evaluation Technology on Preclinical Dental Students' Technical and Self-Evaluation Skills.
[So] Source:J Dent Educ;80(1):91-9, 2016 Jan.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this study was to evaluate the effect of digital tooth preparation imaging and evaluation technology on dental students' technical abilities, self-evaluation skills, and the assessment of their simulated clinical work. A total of 80 second-year students at one U.S. dental school were assigned to one of three groups: control (n=40), E4D Compare (n=20), and Sirona prepCheck (n=20). Students in the control group were taught by traditional teaching methodologies, and the technology-assisted groups received both traditional training and supplementary feedback from the corresponding digital system. Three outcomes were measured: faculty technical score, self-evaluation score, and E4D Compare scores at 0.30 mm tolerance. Correlations were determined between the groups' scores from visual assessment and self-evaluation and between the visual assessment and digital scores. The results showed that the visual assessment and self-evaluation scores did not differ among groups (p>0.05). Overall, correlations between visual and digital assessment scores were modest though statistically significant (5% level of significance). These results suggest that the use of digital tooth preparation evaluation technology did not impact the students' prosthodontic technical and self-evaluation skills. Visual scores given by faculty and digital assessment scores correlated moderately in only two instances.
[Mh] Termos MeSH primário: Projeto Auxiliado por Computador
Educação em Odontologia
Avaliação Educacional/métodos
Tecnologia Educacional/métodos
Prostodontia/educação
Preparo Prostodôntico do Dente/métodos
[Mh] Termos MeSH secundário: Adulto
Lista de Checagem
Competência Clínica
Instrução por Computador
Docentes de Odontologia
Retroalimentação
Feminino
Seres Humanos
Masculino
Programas de Autoavaliação
Ensino/métodos
Tecnologia Odontológica/métodos
Adulto Jovem
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE
[Em] Mês de entrada:1605
[Cu] Atualização por classe:160105
[Lr] Data última revisão:
160105
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:160106
[St] Status:MEDLINE


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[PMID]:26729686
[Au] Autor:Anders PL; Scherer YK; Hatton M; Antonson D; Austin-Ketch T; Campbell-Heider N
[Ad] Endereço:Dr. Anders is Clinical Associate Professor, Oral Diagnostic Sciences, University at Buffalo School of Dental Medicine; Dr. Scherer is Associate Professor, University at Buffalo School of Nursing; Dr. Hatton is Clinical Associate Professor, Oral Diagnostic Sciences, University at Buffalo School of De
[Ti] Título:Using Standardized Patients to Teach Interprofessional Competencies to Dental Students.
[So] Source:J Dent Educ;80(1):65-72, 2016 Jan.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aims of this study were to develop, implement, and evaluate a novel interprofessional standardized patient exercise (ISPE) with oral-systemic and interprofessional collaborative practice (IPCP) components. Dental students and doctor of nursing practice (DNP) students at one U.S. university participated in the simulation, which was primarily designed to test their teamwork skills. In spring 2014, DNP students worked in the dental clinics with dental students under the supervision of nursing and dental faculty members. To test the teamwork outcomes for both groups of students, a standardized patient (SP) scenario was designed to include multiple chronic medical diagnoses and an oral-systemic component. The exercise was filmed for later review. Outcomes measures included SP and student self-evaluations and faculty evaluation of student documentation. The primary outcome of interest from a dental standpoint was faculty evaluation of IPCP competencies derived from the Core Competencies of Interprofessional Collaborative Practice and were deemed to be observable by faculty when viewing the videotaped scenario. Eight teams of students participated with an SP trained in the scenario. Each team consisted of a DNP student, a fourth-year dental student, and a second-year dental student. All eligible students in the DNP class (n=20) and eight students from each dental class (approximately 110 each) participated. The results showed that the teams scored highest on the role/responsibilities subscale, indicating students were respectful of each other's roles and expertise and effectively engaged each other to develop strategies to meet the patient's needs. Scores on the three other subscales (values/ethics, interprofessional communication, and teams/teamwork) were also high. These findings appeared to support IPCP as a method to foster knowledge and respect for other roles and responsibilities, improve appreciation of teamwork, and encourage better communication among health care providers. The ISPE scenario provided an effective way to evaluate IPCP competencies.
[Mh] Termos MeSH primário: Comportamento Cooperativo
Educação em Odontologia
Educação em Enfermagem
Relações Interprofissionais
Simulação de Paciente
Competência Profissional
Estudantes de Odontologia
Estudantes de Enfermagem
[Mh] Termos MeSH secundário: Adulto
Lista de Checagem
Comunicação
Diabetes Mellitus Tipo 2/complicações
Docentes de Odontologia
Docentes de Enfermagem
Feminino
Seres Humanos
Hipertensão/complicações
Planejamento de Assistência ao Paciente
Equipe de Assistência ao Paciente
Doenças Periodontais/complicações
Papel Profissional
Desenvolvimento de Programas
Avaliação de Programas e Projetos de Saúde
Programas de Autoavaliação
Odontalgia/complicações
Gravação de Videoteipe
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, U.S. GOV'T, P.H.S.
[Em] Mês de entrada:1605
[Cu] Atualização por classe:160105
[Lr] Data última revisão:
160105
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:160106
[St] Status:MEDLINE


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[PMID]:26719161
[Au] Autor:Lim-Dunham JE; Ensminger DC; McNulty JA; Hoyt AE; Chandrasekhar AJ
[Ad] Endereço:Stritch School of Medicine, Loyola University Medical Center, 2160 S. First Ave., Maywood, IL 60546. Electronic address: jlim2@lumc.edu.
[Ti] Título:A Vertically Integrated Online Radiology Curriculum Developed as a Cognitive Apprenticeship: Impact on Student Performance and Learning.
[So] Source:Acad Radiol;23(2):252-61, 2016 Feb.
[Is] ISSN:1878-4046
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:RATIONALE AND OBJECTIVES: The principles of Collins' cognitive apprenticeship model were used to design a radiology curriculum in which medical students practice radiological skills using online case-based modules. The modules are embedded within clinical third-year clerkships, and students are provided with personalized feedback from the instructors. We describe the development of the vertical online radiology curriculum and evaluate its impact on student achievement and learning process using a mixed method approach. MATERIALS AND METHODS: The curriculum was developed over a 2-year period. Student participation was voluntary in the first year and mandatory in the second year. For quantitative curriculum evaluation, student metrics for voluntary versus mandatory groups were assessed using independent sample t tests and variable entry method regression analysis. For qualitative analysis, responses from a survey of students about the value of the curriculum were organized into defined themes using consensus coding. RESULTS: Mandatory participation significantly improved (p = .001) the mean radiology examination score (82 %) compared to the voluntary group (73%), suggesting that mandatory participation had a beneficial effect on student performance. Potential preexisting differences in underlying general academic performance were accounted for by including mean basic science grades as the first variable in the regression model. The significant increase in R(2) from .16 to .28 when number of radiology cases completed was added to the original model, and the greater value of the standardized beta for this variable, suggest that the curriculum made a significant contribution to students' radiology examination scores beyond their baseline academic performance. Five dominant themes about curricular characteristics that enhanced student learning and beneficial outcomes emerged from consensus coding. These themes were (1) self-paced design, (2) receiving feedback from faculty, (3) clinical relevance of cases, (4) gaining confidence in interpreting radiological images, and (5) transfer of conceptual knowledge to actual practice. CONCLUSIONS: The vertically integrated online radiology curriculum can positively impact student performance and learning process in the context of the cognitive apprenticeship model.
[Mh] Termos MeSH primário: Estágio Clínico
Instrução por Computador
Currículo
Radiologia/educação
[Mh] Termos MeSH secundário: Logro
Cognição
Avaliação Educacional
Retroalimentação
Seres Humanos
Programas Obrigatórios
Sistemas On-Line
Aprendizagem Baseada em Problemas
Desenvolvimento de Programas
Avaliação de Programas e Projetos de Saúde
Autoimagem
Programas de Autoavaliação
Estudantes de Medicina/psicologia
Transferência de Experiência (Psicologia)
Programas Voluntários
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[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:160101
[St] Status:MEDLINE


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[PMID]:26632301
[Au] Autor:Shah DY; Dadpe AM; Kalra DD; Garcha VP
[Ad] Endereço:Dr. Shah is Senior Professor, Department of Conservative Dentistry and Endodontics, Sinhgad Dental College and Hospital, Pune, Maharashtra, India; Dr. Dadpe is Lecturer, Department of Conservative Dentistry and Endodontics, Sinhgad Dental College and Hospital, Pune, Maharashtra, India; Dr. Kalra is
[Ti] Título:Videotaped Feedback Method to Enhance Learning in Preclinical Operative Dentistry: An Experimental Study.
[So] Source:J Dent Educ;79(12):1461-6, 2015 Dec.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this study was to investigate if a videotaped feedback method enhanced teaching and learning outcomes in a preclinical operative laboratory setting for novice learners. In 2013, 60 dental students at a dental school in India were randomly assigned to two groups: control (n=30) and experimental (n=30). The control group prepared a Class II tooth preparation for amalgam after receiving a video demonstration of the exercise. The experimental group received the same video demonstration as the control group, but they also participated in a discussion and analysis of the control groups' videotaped performance and then performed the same exercise. The self-evaluation scores (SS) and examiner evaluation scores (ES) of the two groups were compared using the unpaired t-test. The experimental group also used a five-point Likert scale to rate each item on the feedback form. The means of SS (13.65±2.43) and ES (14.75±1.97) of the experimental group were statistically higher than the means of SS (11.55±2.09) and ES (11.60±1.82) of the control group. Most students in the experimental group perceived that this technique enhanced their learning experience. Within the limits of this study, the videotaped feedback using both ideal and non-ideal examples enhanced the students' performance.
[Mh] Termos MeSH primário: Dentística Operatória/educação
Educação em Odontologia
Feedback Formativo
Aprendizagem
Materiais de Ensino
Gravação de Videoteipe
[Mh] Termos MeSH secundário: Lista de Checagem
Preparo da Cavidade Dentária/classificação
Avaliação Educacional/métodos
Seres Humanos
Distribuição Aleatória
Programas de Autoavaliação
Ensino/métodos
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE; RANDOMIZED CONTROLLED TRIAL
[Em] Mês de entrada:1603
[Cu] Atualização por classe:160731
[Lr] Data última revisão:
160731
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:151204
[St] Status:MEDLINE


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[PMID]:26381339
[Au] Autor:Miraglia R; Asselin ME
[Ad] Endereço:Robbin Miraglia, PhD(c), is Doctoral Candidate, College of Nursing, University of Massachusetts Dartmouth, North Dartmouth, and Clinical Educator, Beverly Hospital, Massachusetts. Marilyn E. Asselin, PhD, RN-BC, is Associate Professor, College of Nursing, University of Massachusetts Dartmouth, North Dartmouth.The authors have disclosed that they have no significant relationship with, or financial interest in, any commercial companies pertaining to this article.
[Ti] Título:The Lasater Clinical Judgment Rubric as a Framework to Enhance Clinical Judgment in Novice and Experienced Nurses.
[So] Source:J Nurses Prof Dev;31(5):284-91, 2015 Sep-Oct.
[Is] ISSN:2169-981X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Clinical judgment has been identified as a critical component of professional nursing practice and enables nurses to deliver safe patient care with optimal outcomes. Nurses, particularly those transitioning into clinical practice, may require assistance to enhance their clinical judgment skills. This article presents the Lasater Clinical Judgment Rubric, which has primarily been used in the academic setting, as a framework for nursing professional development specialists to enhance the clinical judgment skills of novice and experienced nurses.
[Mh] Termos MeSH primário: Competência Clínica
Julgamento
Enfermeiras e Enfermeiros
[Mh] Termos MeSH secundário: Educação Continuada em Enfermagem
Avaliação Educacional/métodos
Seres Humanos
Modelos Educacionais
Programas de Autoavaliação
Desenvolvimento de Pessoal
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1606
[Cu] Atualização por classe:150919
[Lr] Data última revisão:
150919
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:150919
[St] Status:MEDLINE
[do] DOI:10.1097/NND.0000000000000209


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[PMID]:26329035
[Au] Autor:Patel SA; Barros JA; Clark CM; Frey GN; Streckfus CF; Quock RL
[Ad] Endereço:Dr. Patel is Associate Professor, Department of Restorative Dentistry and Prosthodontics, The University of Texas School of Dentistry at Houston; Dr. Barros is Associate Professor, Department of Restorative Dentistry and Prosthodontics, The University of Texas School of Dentistry at Houston; Dr. Cla
[Ti] Título:Impact of Technique-Specific Operative Videos on First-Year Dental Students' Performance of Restorative Procedures.
[So] Source:J Dent Educ;79(9):1101-7, 2015 Sep.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this study was to examine the impact of psychomotor operative video demonstrations on first-year dental students who are performing specific procedures for the first time in a preclinical setting. The class was randomly divided into two groups, and three restorative procedures were selected. On the date on which each procedure was to be performed in the preclinical laboratory for the first time, one group (experimental, n=50) was shown a technique video for that specific procedure immediately before commencing the exercise; the control cohort (n=50) did not view the video. Technical performance on procedures was evaluated by students and two calibrated and blinded examiners. The students' perceptions of the experience were also collected in a survey. All first-year students participated in the study, for a 100% response rate. A Mann-Whitney U test did not show any group differences in technical performance (mean values on preparation: 77.1 vs. 77.8; amalgam: 82.7 vs. 82.8; composite: 79.7 vs. 78.0). A Spearman rho test revealed a significantly higher correlation in 13 out of 25 evaluation categories between student self-assessment and blinded examiner assessment for the experimental group. A chi-square test of questionnaire responses revealed a positive student perception of administering these videos for the preparation (X(2)=4.8, p<0.03), the amalgam restoration (X(2)=12.4, p<0.001), and the composite restoration (X(2)=11.3, p<0.001). The psychomotor video demonstrations did not immediately improve student performance on preclinical operative procedures, but they were well received by students and augmented self-assessment ability. These findings suggest that videos can be a useful teaching aid in a preclinical environment, especially regarding comprehension of concepts.
[Mh] Termos MeSH primário: Dentística Operatória/educação
Educação em Odontologia
Avaliação Educacional/métodos
Estudantes de Odontologia
Materiais de Ensino
Gravação em Vídeo
[Mh] Termos MeSH secundário: Atitude
Estudos de Coortes
Resinas Compostas/química
Compreensão
Amálgama Dentário/química
Preparo da Cavidade Dentária/métodos
Materiais Dentários/química
Restauração Dentária Permanente/métodos
Tecnologia Educacional
Seres Humanos
Desempenho Psicomotor/fisiologia
Programas de Autoavaliação
Método Simples-Cego
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE; RANDOMIZED CONTROLLED TRIAL; RESEARCH SUPPORT, NON-U.S. GOV'T
[Nm] Nome de substância:
0 (Composite Resins); 0 (Dental Materials); 8049-85-2 (Dental Amalgam)
[Em] Mês de entrada:1511
[Cu] Atualização por classe:150902
[Lr] Data última revisão:
150902
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:150903
[St] Status:MEDLINE



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