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[PMID]:29208257
[Au] Autor:Wong JG; Son D; Miura W
[Ad] Endereço:Penn State College of Medicine, University Park Regional Campus, State College, Pennsylvania. Electronic address: jwong2@hmc.psu.edu.
[Ti] Título:Cross-Cultural Interprofessional Faculty Development in Japan: Results of an Integrated Workshop for Clinical Teachers.
[So] Source:Am J Med Sci;354(6):597-602, 2017 12.
[Is] ISSN:1538-2990
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Faculty development programs, studied both home and abroad, have been shown to be helpful for enhancing the scholarly and academic work of nonacademic clinicians. Interprofessional education and faculty development efforts have been less well studied. This project investigated the effect of a well-studied faculty development program applied in an interprofessional fashion across health profession educators in medicine and nursing. METHODS: A faculty cohort of nurse and physician educators at The University of Tokyo underwent training in the Stanford Faculty Development Center (SFDC) model of clinical teaching through a sequence of 7 workshops. The workshops were performed in English with all materials translated into Japanese. A validated, retrospective pretest and posttest instrument was used to measure study outcomes on global assessment of teaching abilities and specific teaching behaviors (STBs) at 1 and 12 months after intervention. Successful completion of Commitment to Change statements were also assessed at 12 months. RESULTS: In total, 19 faculty participants completed the study. All participants found the workshops valuable. For global assessment, significant improvement in self-reported teaching abilities was seen comparing the mean pretest scores of 27.26 (maximum score = 55, standard deviation [SD] = 8.61) with mean scores at both 1 month (36.81, SD = 7.48, P < 0.001) and at 1 year (34.67, SD = 7.32, P < 0.001). For STBs, significant improvement was also seen comparing the mean group pretest score of 82.11 (maximum score = 145, SD = 15.72), to the posttest mean score of 111.11 (SD = 14.48, P < 0.001) and the 1-year mean score of 103.76 (SD = 12.87, P < 0.001). In total, 27/42 Commitment to Change statements were successfully completed at 1 year. CONCLUSIONS: Faculty development for improving clinical teaching can be performed across the cultures of medicine and nursing, as well as across the cultures of the United States and Japan.
[Mh] Termos MeSH primário: Competência Cultural/educação
Educação/métodos
Docentes de Medicina/educação
Docentes de Enfermagem/educação
[Mh] Termos MeSH secundário: Adulto
Avaliação Educacional
Feminino
Seres Humanos
Relações Interprofissionais
Japão
Masculino
Ensino
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1712
[Cu] Atualização por classe:180223
[Lr] Data última revisão:
180223
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171207
[St] Status:MEDLINE


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[PMID]:29437846
[Au] Autor:Abdelkarim A; Schween D; Ford T
[Ad] Endereço:Dr. Abdelkarim is Associate Professor and Chair, Department of Orthodontics, University of Mississippi School of Dentistry; Dr. Schween is Professor and Associate Dean, College of Arts, Education, and Sciences, University of Louisiana at Monroe; and Dr. Ford is Assistant Professor and Research Scientist, Oklahoma Center for Education Policy, Department of Educational Leadership and Policy Studies, Jeannine Rainbolt College of Education, University of Oklahoma. aabdelkarim@umc.edu.
[Ti] Título:Attitudes Towards Problem-Based Learning of Faculty Members at 12 U.S. Medical and Dental Schools: A Comparative Study.
[So] Source:J Dent Educ;82(2):144-151, 2018 Feb.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Problem-based learning (PBL) is a teaching method used in medical and dental education to promote students' problem-solving skills. It may also be a viable tool for interprofessional education in which medical and dental students learn together, collaborate, and learn about, from, and with each other. The aim of this study was to compare medical and dental faculty members' attitudes about and perceptions of PBL at 12 U.S. medical and dental schools known to use PBL. In 2015, 111 medical and 132 dental faculty members (combined n=243) from six medical and six dental schools completed a survey containing ten statements and an open comment section. The response rate was 42% of those who received the survey. In the results, the medical faculty participants showed significantly higher enthusiasm for and agreement with PBL benefits than did the dental faculty participants (p˂0.05). The two groups agreed that PBL should be used to supplement conventional teaching (p>0.05). There were no opposite attitudes or contrasts found between the two groups with regards to PBL. The strongest themes expressed by both groups were that PBL should not be used as the sole method of instruction and that students needed a solid foundation in the subject prior to engaging in PBL.
[Mh] Termos MeSH primário: Atitude do Pessoal de Saúde
Docentes de Odontologia
Docentes de Medicina
Aprendizagem Baseada em Problemas
[Mh] Termos MeSH secundário: Seres Humanos
Faculdades de Odontologia
Faculdades de Medicina
Inquéritos e Questionários
Estados Unidos
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180214
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.019


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[PMID]:29365301
[Au] Autor:Wright AA; Katz IT
[Ad] Endereço:Drs. Wright and Katz are national correspondents for the Journal.
[Ti] Título:Beyond Burnout - Redesigning Care to Restore Meaning and Sanity for Physicians.
[So] Source:N Engl J Med;378(4):309-311, 2018 Jan 25.
[Is] ISSN:1533-4406
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Pessoal Técnico de Saúde
Esgotamento Profissional
Assistência à Saúde/organização & administração
Médicos/psicologia
Carga de Trabalho
[Mh] Termos MeSH secundário: Colorado
Eficiência
Eficiência Organizacional
Registros Eletrônicos de Saúde
Docentes de Medicina
Feminino
Administração de Serviços de Saúde
Seres Humanos
Satisfação no Emprego
Liderança
Masculino
Equipe de Assistência ao Paciente
Fatores Sexuais
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180208
[Lr] Data última revisão:
180208
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:180125
[St] Status:MEDLINE
[do] DOI:10.1056/NEJMp1716845


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[PMID]:28743446
[Au] Autor:Vintzileos AM
[Ad] Endereço:Department of Obstetrics and Gynecology, New York University Winthrop Hospital, Mineola, NY. Electronic address: avintzileos@nyuwinthrop.org.
[Ti] Título:Measuring the impact of attending physician teaching in an obstetrics and gynecology residency program.
[So] Source:Am J Obstet Gynecol;217(5):617-618, 2017 Nov.
[Is] ISSN:1097-6868
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Docentes de Medicina/estatística & dados numéricos
Ginecologia/educação
Internato e Residência
Relações Interprofissionais
Obstetrícia/educação
Relações Médico-Paciente
Ensino/estatística & dados numéricos
[Mh] Termos MeSH secundário: Docentes de Medicina/psicologia
Seres Humanos
Ensino/psicologia
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180126
[Lr] Data última revisão:
180126
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:170727
[St] Status:MEDLINE


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[PMID]:29202253
[Au] Autor:Myburgh J
[Ad] Endereço:University of New South Wales, Sydney, NSW, Australia. j.myburgh@unsw.edu.au.
[Ti] Título:The evolution of intensive care medicine: a personal journey.
[So] Source:Crit Care Resusc;19(4):287-289, 2017 Dec.
[Is] ISSN:1441-2772
[Cp] País de publicação:Australia
[La] Idioma:eng
[Mh] Termos MeSH primário: Cuidados Críticos/tendências
Docentes de Medicina
Corpo Clínico Hospitalar
[Mh] Termos MeSH secundário: Austrália
Distinções e Prêmios
Medicina Hospitalar
Seres Humanos
Unidades de Terapia Intensiva/organização & administração
[Pt] Tipo de publicação:ADDRESSES
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180104
[Lr] Data última revisão:
180104
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171205
[St] Status:MEDLINE


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[PMID]:27776758
[Au] Autor:Perone JA; Fankhauser GT; Adhikari D; Mehta HB; Woods MB; Tyler DS; Brown KM
[Ad] Endereço:Department of Surgery, University of Texas Medical Branch, Galveston, TX, USA.
[Ti] Título:It depends on your perspective: Resident satisfaction with operative experience.
[So] Source:Am J Surg;213(2):253-259, 2017 Feb.
[Is] ISSN:1879-1883
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:INTRODUCTION: Resident satisfaction is a key performance metric for surgery programs; we studied factors influencing resident satisfaction in operative cases, and the concordance of faculty and resident perceptions on these factors. METHODS: Resident and faculty were separately queried on satisfaction immediately following operative cases. Statistical significance of the associations between resident and faculty satisfaction and case-related factors were tested by Chi-square or Fisher's exact test. RESULTS: Residents and faculty were very satisfied in 56/87 (64%) and 36/87 (41%) of cases respectively. Resident satisfaction was associated with their perceived role as surgeon (p < 0.04), performing >50% of the case (p < 0.01), autonomy (p < 0.03), and PGY year 4-5(p < 0.02). Faculty taking over the case was associated with both resident and faculty dissatisfaction. Faculty satisfaction was associated with resident preparation (p < 0.01), faculty perception of resident autonomy (p < 0.01), and faculty familiarity with resident's skills (p < 0.01). CONCLUSIONS: Resident and faculty satisfaction are associated with the resident's competent performance of the case, suggesting interventions to optimize resident preparation for a case or faculty's ability to facilitate resident autonomy will improve satisfaction with OR experience.
[Mh] Termos MeSH primário: Cirurgia Geral/educação
Internato e Residência
Satisfação Pessoal
[Mh] Termos MeSH secundário: Competência Clínica
Docentes de Medicina
Seres Humanos
Autonomia Profissional
Texas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1704
[Cu] Atualização por classe:171217
[Lr] Data última revisão:
171217
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:161026
[St] Status:MEDLINE


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Texto completo SciELO Chile
[PMID]:29182202
[Au] Autor:Matus B O; Ortega B J; Parra P P; Ortiz M L; Márquez U C; Stotz R M; Fasce H E
[Ad] Endereço:Departamento de Educación Médica, Facultad de Medicina, Universidad de Concepción, Concepción, Chile.
[Ti] Título:[The educational context to train health care professionals. A qualitative approach].
[Ti] Título:Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud. Un enfoque cualitativo..
[So] Source:Rev Med Chil;145(7):926-933, 2017 Jul.
[Is] ISSN:0717-6163
[Cp] País de publicação:Chile
[La] Idioma:spa
[Ab] Resumo:BACKGROUND: There are differences in the educational context in Health Sciences, between clinical and non-clinical teachers. Therefore, the didactic and reflexive peculiarities of both educational scenarios should be analyzed. AIM: To describe the conditions of the educational context in Health Sciences for the practice of the teaching role in a Chilean university. MATERIAL AND METHODS: Qualitative study, performed according to Grounded Theory of Strauss and Corbin. Thirty one teachers from six health sciences programs were selected according to Patton's maximum variation criterion and contacted personally, after an informed consent process. Semi-structured interviews and focus group were performed, analyzed by open coding, using the constant comparison method, with the Atlas-ti 7.5.2 software. RESULTS: Six conditions of the educational context that can support the teaching role in these careers emerged. Namely, a clinical field suited for patient attention and teaching, classrooms designed for the new educational models, number of students in the classrooms and clinical settings, insertion programs for teachers' training, teachers' coordination and economic resources of the program. CONCLUSIONS: Health Sciences programs are developed in a complex educational context, having to articulate diverse elements to train professionals. Therefore, it is fundamental to understand the conditions of the educational context that can favor the practice of the teaching role, thus generating improvements in teaching-learning process.
[Mh] Termos MeSH primário: Docentes de Medicina/normas
Ensino
Universidades
[Mh] Termos MeSH secundário: Chile
Docentes de Medicina/estatística & dados numéricos
Seres Humanos
Pesquisa Qualitativa
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171214
[Lr] Data última revisão:
171214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171129
[St] Status:MEDLINE


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[PMID]:28876991
[Au] Autor:Macik ML; Chaney KP; Turner JS; Rogers KS; Scallan EM; Korich JA; Fowler D; Keefe LM
[Ti] Título:Curriculum Redesign in Veterinary Medicine: Part II.
[So] Source:J Vet Med Educ;44(3):563-569, 2017.
[Is] ISSN:0748-321X
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. On a larger scale, a comprehensive redesign effort involves forming a dedicated faculty redesign team, developing program learning outcomes, mapping the existing curriculum, and reviewing the curriculum in light of collected stakeholder data. The faculty of the Texas A&M University College of Veterinary Medicine & Biomedical Sciences (TAMU) recently embarked on a comprehensive curriculum redesign effort through partnership with the university's Center for Teaching Excellence. Using a previously developed evidence-based model of program redesign, TAMU created a process for use in veterinary medical education, which is described in detail in the first part of this article series. An additional component of the redesign process that is understated, yet vital for success, is faculty buy-in and support. Without faculty engagement, implementation of data-driven curricular changes stemming from program evaluation may be challenging. This second part of the article series describes the methodology for encouraging faculty engagement through the final steps of the redesign initiative and the lessons learned by TAMU through the redesign process.
[Mh] Termos MeSH primário: Currículo/tendências
Educação Médica/organização & administração
Educação em Veterinária/organização & administração
Docentes de Medicina
[Mh] Termos MeSH secundário: Educação Médica/normas
Educação em Veterinária/normas
Seres Humanos
Inovação Organizacional
Avaliação de Programas e Projetos de Saúde
Texas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171207
[Lr] Data última revisão:
171207
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170907
[St] Status:MEDLINE
[do] DOI:10.3138/jvme.0316-066R1


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[PMID]:28460792
[Au] Autor:Kostrubiak DE; Kwon M; Lee J; Flug JA; Hoffmann JC; Moshiri M; Patlas MN; Katz DS
[Ad] Endereço:Department of Radiology, Winthrop-University Hospital, Mineola, NY; Department of Radiology, Stony Brook University School of Medicine, Stony Brook, NY.
[Ti] Título:Mentorship in Radiology.
[So] Source:Curr Probl Diagn Radiol;46(5):385-390, 2017 Sep - Oct.
[Is] ISSN:1535-6302
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Mentoring is an extremely important component of academic medicine, including radiology, yet it is not specifically emphasized in radiology training, and many academic radiology departments in the United States, Canada, and elsewhere do not have formal mentoring programs for medical students, residents, fellows, or junior faculty. The purpose of this article is to overview the current status of mentorship in radiology, to discuss the importance of mentorship at multiple levels and its potential benefits in particular, as well as how to conduct a successful mentor-mentee relationship. The literature on mentorship in radiology and in academic medicine in general is reviewed.
[Mh] Termos MeSH primário: Educação Médica/recursos humanos
Mentores
Radiologia/educação
[Mh] Termos MeSH secundário: Atitude do Pessoal de Saúde
Docentes de Medicina
Seres Humanos
Satisfação no Emprego
Desenvolvimento de Pessoal
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171128
[Lr] Data última revisão:
171128
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170503
[St] Status:MEDLINE


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[PMID]:29078918
[Au] Autor:Greenberg CC
[Ad] Endereço:Department of Surgery, Wisconsin Surgical Outcomes Research Program, University of Wisconsin, Madison, Wisconsin. Electronic address: greenberg@surgery.wisc.edu.
[Ti] Título:Association for Academic Surgery presidential address: sticky floors and glass ceilings.
[So] Source:J Surg Res;219:ix-xviii, 2017 Nov.
[Is] ISSN:1095-8673
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This 2017 Presidential Address for the Association for Academic Surgery was delivered on February 8, 2017. It addresses the difficult topic of gender disparities in surgery. Mixing empirical data with personal anecdotes, Dr. Caprice Greenberg provides an insightful overview of this difficult challenge facing the surgical discipline and practical advice on how we can begin to address it.
[Mh] Termos MeSH primário: Mobilidade Ocupacional
Médicas
Sexismo
Especialidades Cirúrgicas
Cirurgiões
[Mh] Termos MeSH secundário: Docentes de Medicina/ética
Docentes de Medicina/organização & administração
Docentes de Medicina/psicologia
Docentes de Medicina/estatística & dados numéricos
Feminino
Identidade de Gênero
Seres Humanos
Liderança
Masculino
Papel do Médico
Médicas/ética
Médicas/organização & administração
Médicas/psicologia
Médicas/estatística & dados numéricos
Salários e Benefícios/estatística & dados numéricos
Sexismo/ética
Sexismo/prevenção & controle
Sexismo/psicologia
Sexismo/estatística & dados numéricos
Sociedades Médicas/ética
Sociedades Médicas/organização & administração
Sociedades Médicas/estatística & dados numéricos
Especialidades Cirúrgicas/ética
Especialidades Cirúrgicas/organização & administração
Especialidades Cirúrgicas/estatística & dados numéricos
Cirurgiões/ética
Cirurgiões/organização & administração
Cirurgiões/psicologia
Cirurgiões/estatística & dados numéricos
Estados Unidos
Direitos da Mulher/ética
Direitos da Mulher/organização & administração
Direitos da Mulher/estatística & dados numéricos
[Pt] Tipo de publicação:ADDRESSES; JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171109
[Lr] Data última revisão:
171109
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171029
[St] Status:MEDLINE



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