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Pesquisa : M01.395 [Categoria DeCS]
Referências encontradas : 9346 [refinar]
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[PMID]:28460596
[Au] Autor:Cerrone SA; Adelman P; Akbar S; Yacht AC; Fornari A
[Ad] Endereço:a Internal Medicine , Northwell Health , Manhasset , NY , USA.
[Ti] Título:Using Objective Structured Teaching Encounters (OSTEs) to prepare chief residents to be emotionally intelligent leaders.
[So] Source:Med Educ Online;22(1):1320186, 2017.
[Is] ISSN:1087-2981
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Chief Residents must lead, manage and mentor a diverse and often large group of residents, however there is a lack of formal leadership training throughout graduate medical education. OBJECTIVE: Development of a 3-part Chief Resident (CR) Program focused on leading, managing and mentoring. DESIGN: Each participant completes an Emotional Intelligence (EI) Inventory prior to the day-long event. Participants receive their EI scores at the beginning of the program, which features interactive sessions on leadership, management, and feedback skills. The program then reinforces the application of their new knowledge about EI through a four station OSTE (Observed Structured Teaching Encounter). CRs practice feedback and coaching skills in a simulated environment where they need to provide the context of formative feedback to a standardized resident. RESULTS: The aggregated mean pre-session EI score for all participants was 76.9 (an ideal score is >85). An independent-samples t-test compared the CRs' leadership and feedback performance on their first and second OSTE performance within a single afternoon session. There was a significant difference between the first OSTE performance (M = 47.92, SD = 7.8) and the second OSTE performance (M = 51.22, SD = 6.9); t (68) = 1.99, p = 0.006. These results suggest that participating in multiple OSTEs positively reinforces the core interpersonal and communication skills discussed in the didactic and practiced in the interactive portions of the program. CONCLUSION: The low mean pre-session EI score achieved by our participants supports the idea that CRs enter their new roles with a level of EI that can be enhanced. CRs had an overall positive reaction to EI and its application to the core skills addressed in the program, highlighting the fact that similar programs could be used to train early career physicians to be more skilled and comfortable with leading, managing and mentoring. ABBREVIATIONS: CR: Chief resident; EI: Emotional intelligence; GME: Graduate medical education; OSTE: Objective structured teaching encounter.
[Mh] Termos MeSH primário: Educação de Pós-Graduação em Medicina/métodos
Inteligência Emocional
Internato e Residência/métodos
Liderança
Médicos/psicologia
[Mh] Termos MeSH secundário: Competência Clínica
Currículo
Avaliação Educacional
Seres Humanos
Mentores
Ensino
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170503
[St] Status:MEDLINE
[do] DOI:10.1080/10872981.2017.1320186


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[PMID]:28453822
[Au] Autor:Berian JR; Thomas JM; Minami CA; Farrell PR; O'Leary KJ; Williams MV; Prachand VN; Halverson AL; Bilimoria KY; Johnson JK
[Ad] Endereço:Illinois Surgical Quality Improvement Collaborative (ISQIC), 633 N. St Clair St., 20th Floor, Chicago, IL 60611, USA.
[Ti] Título:Evaluation of a novel mentor program to improve surgical care for US hospitals.
[So] Source:Int J Qual Health Care;29(2):234-242, 2017 Apr 01.
[Is] ISSN:1464-3677
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:Objective: To evaluate a novel mentor program for 27 US surgeons, charged with improving quality at their respective hospitals, having been paired 1:1 with 27 surgeon mentors through a state-wide quality improvement (QI) initiative. Design: Mixed-methods utilizing quantitative surveys and in-depth semi-structured interviews. Setting: The Illinois Surgical Quality Improvement Collaborative (ISQIC) utilized a novel Mentor Program to guide surgeons new to QI. Participants: All mentor-mentee pairs received the survey (n = 27). Purposive sampling identified a subset of mentors (n = 8) and mentees (n = 4) for in-depth semi-structured interviews. Intervention: Surgeons with expertise in QI mentored surgeons new to QI. Main outcome measures: (i) Quantitative: self-reported satisfaction with the mentor program; (ii) Qualitative: key themes suggesting actions and strategies to facilitate mentorship in QI. Results: Mentees expressed satisfaction with the mentor program (n = 24, 88.9%) and agreed that mentorship is vital to ISQIC (n = 24, 88.9%). Analysis of interview data revealed four key themes: (i) nuances of data management, (ii) culture of quality and safety, (iii) mentor-mentee relationship and (iv) logistics. Strategies from these key themes include: utilize raw data for in-depth QI understanding, facilitate presentations to build QI support, identify opportunities for in-person meetings and establish scheduled conference calls. The mentor's role required sharing experiences and acting as a resource. The mentee's role required actively bringing questions and identifying barriers. Conclusions: Mentorship plays a vital role in advancing surgeon knowledge and engagement with QI in ISQIC. Key themes in mentorship reflect strategies to best facilitate mentorship, which may serve as a guide to other collaboratives.
[Mh] Termos MeSH primário: Mentores
Melhoria de Qualidade/organização & administração
Cirurgiões/psicologia
Centro Cirúrgico Hospitalar/normas
[Mh] Termos MeSH secundário: Comportamento Cooperativo
Feminino
Seres Humanos
Relações Interprofissionais
Masculino
Satisfação Pessoal
Avaliação de Programas e Projetos de Saúde
Inquéritos e Questionários
[Pt] Tipo de publicação:EVALUATION STUDIES; JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170429
[St] Status:MEDLINE
[do] DOI:10.1093/intqhc/mzx005


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[PMID]:29406658
[Au] Autor:Jakubik LD; Eliades AB; Weese MM; Huth JJ
[Ti] Título:Mentoring Practice and Mentoring Benefit 5: Providing Protection and Security ­ An Overview and Application To Practice Using Mentoring Activities.
[So] Source:Pediatr Nurs;42(6):300-1, 2016 Nov-Dec.
[Is] ISSN:0097-9805
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Tutoria/organização & administração
Mentores/psicologia
Cuidados de Enfermagem/organização & administração
Enfermagem Pediátrica/organização & administração
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Meia-Idade
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:180207
[St] Status:MEDLINE


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[PMID]:29406646
[Au] Autor:Jakubik LD; Eliades AB; Weese MM; Huth JJ
[Ti] Título:Mentoring Practice and Mentoring Benefit 4: Supporting the Transition and Professional Growth ­ An Overview and Application to Practice Using Mentoring Activities.
[So] Source:Pediatr Nurs;42(5):252-3, 2016 Sep-Oct.
[Is] ISSN:0097-9805
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Competência Clínica
Tutoria/organização & administração
Mentores/psicologia
Enfermeiras Pediátricas/psicologia
Enfermagem Pediátrica/educação
Competência Profissional
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Meia-Idade
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:180207
[St] Status:MEDLINE


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[PMID]:28459490
[Au] Autor:Dickerson PS; Shinners J
[Ti] Título:Creating a Path: How Mentoring Can Help.
[So] Source:J Contin Educ Nurs;48(5):201-202, 2017 May 01.
[Is] ISSN:1938-2472
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Mentoring exists in formal and informal processes in many areas of nursing practice. This article explores the mentoring relationship between the two editors of this column. J Contin Educ Nurs. 2017;48(5):201-202.
[Mh] Termos MeSH primário: Educação Continuada em Enfermagem/organização & administração
Tutoria/organização & administração
Mentores/psicologia
Desenvolvimento de Pessoal/organização & administração
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Meia-Idade
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170502
[St] Status:MEDLINE
[do] DOI:10.3928/00220124-20170418-02


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[PMID]:28464902
[Au] Autor:Andre C; Deerin J; Leykum L
[Ad] Endereço:Division of General and Hospital Medicine, University of Texas Health Science Center San Antonio (UTHSCSA), 7703 Floyd Curl Drive, MC 7982, San Antonio, TX, 78229, USA. andre@uthscsa.edu.
[Ti] Título:Students helping students: vertical peer mentoring to enhance the medical school experience.
[So] Source:BMC Res Notes;10(1):176, 2017 May 02.
[Is] ISSN:1756-0500
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Effective mentoring is an important component of medical student professional development. We provide a description of the mentoring program at our institution. METHODS: Our institution UTHSCSA implemented a student-advising program (Veritas) with clinical faculty mentors and senior students (MiMs). The MiMs provided vertical peer mentoring to more junior students as an adjunct to faculty advising. The MiMs lead small group discussions that foster camaraderie, share academic and career information and promote professional identity. An optional MiM elective more intensively develops mentorship and leadership skills through a formal curriculum. The authors used annual survey data of all students as well as student mentors to evaluate program effectiveness. RESULTS: Overall, student perception of the program improved each year across multiple domains, including feeling more prepared, supported and satisfied with their overall experience in medical school. Student mentors also found the process rewarding and helpful to their future careers as physicians. CONCLUSIONS: The authors suggest implementing a vertical peer-mentoring program can be an effective adjunct to faculty mentoring.
[Mh] Termos MeSH primário: Tutoria/organização & administração
Mentores/educação
Satisfação Pessoal
Avaliação de Programas e Projetos de Saúde
Estudantes de Medicina/psicologia
[Mh] Termos MeSH secundário: Currículo
Feminino
Seres Humanos
Liderança
Masculino
Grupo Associado
Desenvolvimento de Programas
Faculdades de Medicina
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180223
[Lr] Data última revisão:
180223
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170504
[St] Status:MEDLINE
[do] DOI:10.1186/s13104-017-2498-8


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[PMID]:29293294
[Au] Autor:Baker SS
[Ti] Título:President's Page: Mentors...
[So] Source:J Okla State Med Assoc;110(2):69-7, 2017 02.
[Is] ISSN:0030-1876
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Mentores
[Pt] Tipo de publicação:JOURNAL ARTICLE; PERSONAL NARRATIVES
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180103
[St] Status:MEDLINE


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[PMID]:29233289
[Au] Autor:Fleming LW; Malinowski SS; Fleming JW; Brown MA; Davis CS; Hogan S
[Ad] Endereço:University of Mississippi School of Pharmacy, 2500 North State Street, Jackson, MS 39216, United States. Electronic address: lwfleming@umc.edu.
[Ti] Título:The impact of participation in a Research/Writing Group on scholarly pursuits by non-tenure track clinical faculty.
[So] Source:Curr Pharm Teach Learn;9(3):486-490, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: The purpose of this study was to evaluate the success of a faculty Research/Writing Group (RWG) by quantifying the amount of scholarly productivity from participants in the group compared with that of a matched cohort. EDUCATIONAL ACTIVITY AND SETTING: The RWG meets monthly to discuss current projects, providing an assessment of their scholarly activity. Participants offer ideas on improvement, resources and possible platforms for presentations and/or publications. FINDINGS: To evaluate the success of this model, scholarly production from the participants in the RWG was compared to a matched group of clinical non-tenure track faculty not participating in the group over a three year period. Faculty perception of RWG participation was evaluated by data collected through a survey using Qualtrics. SUMMARY: Participation in the RWG provided these junior faculty the support system to feel confident in their pursuit of scholarly activities; and therefore, they outpaced their counterparts in dissemination of their research.
[Mh] Termos MeSH primário: Pesquisa Biomédica
Docentes de Farmácia/estatística & dados numéricos
Escrita Médica
Comunicação Acadêmica/estatística & dados numéricos
[Mh] Termos MeSH secundário: Emprego/classificação
Processos Grupais
Seres Humanos
Mentores
Comunicação Acadêmica/tendências
[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


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[PMID]:29233270
[Au] Autor:Huggins CE
[Ad] Endereço:Bronx Lebanon Hospital Center, 1650 Grand Concourse, Bronx, NY 10457, United States. Electronic address: chuggins@bronxleb.org.
[Ti] Título:On being a successful clinician educator: Lessons learned to share with new practitioners.
[So] Source:Curr Pharm Teach Learn;9(3):349-352, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This article discusses lessons learned by a pharmacy clinician-educator during the early stage of her career in academia. In particular, the importance of establishing good mentoring relationships is highlighted as is the need for flexibility, board certification, publications, and loyalty to one's institution. The purpose of this article is to provide new clinician-educators with specific action steps - i.e. principles for success, to combine with self-motivation in order to promote longevity in academia and a sense of personal fulfillment and accomplishment.
[Mh] Termos MeSH primário: Docentes de Farmácia
[Mh] Termos MeSH secundário: Mobilidade Ocupacional
Certificação
Seres Humanos
Mentores
Lealdade ao Trabalho
Editoração
Equilíbrio Trabalho-Vida
[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


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[PMID]:28455112
[Au] Autor:McBride AB; Campbell J; Woods NF; Manson SM
[Ad] Endereço:Indiana University School of Nursing, Indianapolis, IN. Electronic address: amcbride@iu.edu.
[Ti] Título:Building a mentoring network.
[So] Source:Nurs Outlook;65(3):305-314, 2017 May - Jun.
[Is] ISSN:1528-3968
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Mentoring has long been regarded as one of the key components of research training and faculty development. PURPOSE: The Robert Wood Johnson Foundation Nurse Faculty Scholars program purposely facilitated scholars' development of a mentoring network by providing each individual with three mentors: a school-of-nursing mentor (primary), a university-based non-nurse research mentor (research), and a nationally-recognized nurse leader at another university (national). METHOD: The Mentorship Effectiveness Scale was used to assess the effectiveness of each type of mentor in the first five completed cohorts. DISCUSSION: The ratings of mentorship effectiveness for all three kinds of mentors were generally high. Scholars valued most their mentors' support and advocacy; the biggest weakness in dealing with all mentors was accessibility. CONCLUSION: Even when one mentor proved a poor match, another mentor turned out to be an advocate and helpful, thus reaffirming the benefits of a mentoring network as opposed to only a single mentoring relationship. One lesson learned is the importance of preparing mentors for their role via written materials, in-person or phone orientations, and discussions at the annual meeting.
[Mh] Termos MeSH primário: Docentes de Enfermagem/educação
Fundações/organização & administração
Liderança
Tutoria/organização & administração
Mentores/educação
[Mh] Termos MeSH secundário: Adulto
Currículo
Feminino
Seres Humanos
Masculino
Avaliação de Programas e Projetos de Saúde
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:180126
[Lr] Data última revisão:
180126
[Sb] Subgrupo de revista:AIM; IM; N
[Da] Data de entrada para processamento:170430
[St] Status:MEDLINE



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