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[PMID]:29389091
[Au] Autor:Wickersham ME; Basey S
[Ti] Título:Is Accreditation Sufficient? A Case Study and Argument for Transparency when Government Regulatory Authority is Delegated.
[So] Source:J Health Hum Serv Adm;39(2):245-82, 2016.
[Is] ISSN:1079-3739
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Acreditação
Delegação Vertical de Responsabilidades Profissionais
Regulamentação Governamental
Transtornos Relacionados ao Uso de Opioides/terapia
Qualidade da Assistência à Saúde
Centros de Tratamento de Abuso de Substâncias/normas
[Mh] Termos MeSH secundário: Georgia
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:H
[Da] Data de entrada para processamento:180202
[St] Status:MEDLINE


  2 / 12651 MEDLINE  
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[PMID]:29194250
[Au] Autor:Halstead JA
[Ad] Endereço:About the Author: Judith A. Halstead, PhD, RN, FAAN, ANEF, is executive director, NLN Commission for Nursing Education Accreditation. For further information about accreditation, visit www.nln.org/cnea. If you wish to serve the NLN CNEA as a volunteer, please contact Dr. Halstead at jhalstead@nln.org.
[Ti] Título:NLN CNEA Achieves Milestone in Accreditation Services.
[So] Source:Nurs Educ Perspect;38(1):53, 2017 Jan/Feb.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Acreditação
Bacharelado em Enfermagem/normas
[Mh] Termos MeSH secundário: Previsões
Seres Humanos
Sociedades de Enfermagem
Conselhos de Especialidade Profissional
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[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.0000000000000115


  3 / 12651 MEDLINE  
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[PMID]:29233283
[Au] Autor:Schellhase E; Caligiuri F; Miller ML
[Ad] Endereço:Purdue University College of Pharmacy, 575 Stadium Mall Drive, West Lafayette, IN 47906, United States.
[Ti] Título:Criteria for evaluating global health partnerships in colleges of pharmacy and health sciences.
[So] Source:Curr Pharm Teach Learn;9(3):441-451, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: The demand for international experiences as part of education and training for healthcare providers continues to increase. As schools/colleges of pharmacy increase training opportunities in global health, there is a demand for a strategic way to evaluate opportunities. Evaluation tools can be utilized to facilitate this type of assessment. EDUCATIONAL ACTIVITY AND SETTING: The purpose of this article is to highlight two different international experiential education site evaluation tools, discuss lessons learned when applying these tools in the field, and outline steps for a college of pharmacy to create their own tool to meet institution specific needs. FINDINGS: The involvement of key stakeholders is important to developing an evaluation tool. Identification and prioritization of key criteria for assessing partnerships is essential. There are many criteria and each institution may consider a unique set of criteria, the most appropriate way to evaluate these, and who should be completing this evaluation. DISCUSSION AND SUMMARY: An evaluation tool may serve as a framework of discussion for new and existing international partnerships. The use of a global partnership evaluation tool allows for a more consistent discussion when deciding if the partnership is appropriate for both parties, helps the involved faculty know what criteria are required to be evaluated and outlines what resources should be considered.
[Mh] Termos MeSH primário: Educação em Farmácia/normas
Intercâmbio Educacional Internacional
Avaliação de Programas e Projetos de Saúde/métodos
Faculdades de Farmácia
[Mh] Termos MeSH secundário: Acreditação
Educação em Farmácia/economia
Educação em Farmácia/legislação & jurisprudência
Saúde Global
Habitação
Seres Humanos
Intercâmbio Educacional Internacional/economia
Preceptoria
Participação dos Interessados
[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


  4 / 12651 MEDLINE  
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[PMID]:29233277
[Au] Autor:Hoffman J; Chung E; Hess K; Law AV; Samson B; Scott JD
[Ad] Endereço:Western University of Health Sciences, College of Pharmacy, Pomona, CA, United States. Electronic address: jhoffman@westernu.edu.
[Ti] Título:Overview of a co-curricular professional development program in a college of pharmacy.
[So] Source:Curr Pharm Teach Learn;9(3):398-404, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The goal of a professional program at a school or college of pharmacy is to produce competent and professional pharmacy practitioners. In 2009, The American College of Clinical Pharmacy published a white paper to assist in the teaching of professionalism in schools/colleges of pharmacy to include traits such as responsibility, commitment to excellence, respect for others, honesty and integrity, and care with compassion. In February 2015, the Accreditation Council for Pharmacy Education released their updated accreditation standards (Standards 2016) which introduced the concept of co-curricular activities (Standard 12.3): experiences that complement, augment, and/or advance what is learned in the formal didactic and experiential curriculum. This article details the Professional Development Curriculum at Western University of Health Sciences (WesternU) College of Pharmacy as a potential educational model that promotes professionalism through mandating co-curricular activities for student pharmacists.
[Mh] Termos MeSH primário: Educação em Farmácia
Competência Profissional
Profissionalismo/educação
Faculdades de Farmácia
[Mh] Termos MeSH secundário: Acreditação/normas
Participação da Comunidade
Currículo
Empatia
Exposições Educativas
Seres Humanos
Relações Interpessoais
Liderança
Conduta do Tratamento Medicamentoso
Responsabilidade Social
[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 / 12651 MEDLINE  
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[PMID]:29275564
[Au] Autor:Qing H
[Ad] Endereço:Department of Restorative Dentistry, Temple University Kornberg School of Dentistry, Philadelphia, PA, U S A.
[Ti] Título:[Prosthodontic specialty training in the United States: what can we learn].
[So] Source:Zhonghua Kou Qiang Yi Xue Za Zhi;52(12):718-722, 2017 Dec 09.
[Is] ISSN:1002-0098
[Cp] País de publicação:China
[La] Idioma:chi
[Ab] Resumo:Prosthodontics is one of the nine recognized specialties by American Dental Association. The postgraduate prosthodontic program used to train prosthodontic specialists in U S A started about 70 years ago. Compared to China which just launched the dental residency programs, the programs in U S A have more developed and relatively more mature education system. It is worthwhile for China to study and learn the U S A prosthodontic residency education program. Prosthodontics is a specialty to diagnose and treat complex dental problems, and is often considered as the 'orchestrator' directing and coordinating all the other dental specialists to manage complex situations. This specialty plays an important role in a nation's oral health system. The present article is aimed to introduce the history of US prosthodontic residency program, initial accreditation, curriculum, education standards and mechanisms of the residency program, and how the program is monitored and managed post initial accreditation, with the hope that this system can serve as a reference for China's developing its own residency program.
[Mh] Termos MeSH primário: Internato e Residência
Prostodontia/educação
[Mh] Termos MeSH secundário: Acreditação
China
Currículo
Educação de Pós-Graduação em Odontologia
História do Século XX
História do Século XXI
Seres Humanos
Prostodontia/história
Estados Unidos
[Pt] Tipo de publicação:HISTORICAL ARTICLE; JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180209
[Lr] Data última revisão:
180209
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:171226
[St] Status:MEDLINE
[do] DOI:10.3760/cma.j.issn.1002-0098.2017.12.002


  6 / 12651 MEDLINE  
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[PMID]:29241229
[Au] Autor:Smart D
[Ad] Endereço:Department of Diving and Hyperbaric Medicine, Royal Hobart Hospital, PO Box 1061, Hobart, TAS 7001, Australia, david.smart@ths.tas.gov.au.
[Ti] Título:Back to the future: occupational diver training in Australia.
[So] Source:Diving Hyperb Med;47(4):214-215, 2017 12.
[Is] ISSN:1833-3516
[Cp] País de publicação:Australia
[La] Idioma:eng
[Ab] Resumo:The Australian Diver Accreditation Scheme (ADAS) had its genesis in the 1990s in response to a need to produce occupational divers who were trained to international standards with the necessary skills to safely undertake complex work in high-risk environments. Well-trained dive teams who are 'fit-for-purpose' can be regarded as the highest level of risk control in preventing accidents and workplace morbidity. Without such training, work site risks are not detected, with potentially disastrous consequences. In September 2017, the only civilian ADAS level 3 and 4 training facility in Australia, The Underwater Centre Tasmania (TUCT), closed its doors. The reasons for TUCT closure were multifactorial. However, the loss of higher level training capability in this country and its benefits to industry will have a future adverse impact. As industry pushes for more complex diving to improve productivity, Australian occupational diver training processes are becoming 'streamlined' and are losing parity with international benchmarks. This is a potentially fatal combination.
[Mh] Termos MeSH primário: Acidentes de Trabalho/prevenção & controle
Acreditação
Benchmarking
Mergulho/educação
Mergulho/normas
[Mh] Termos MeSH secundário: Austrália
Eficiência
Seres Humanos
Internacionalidade
Local de Trabalho
[Pt] Tipo de publicação:EDITORIAL
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180201
[Lr] Data última revisão:
180201
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171215
[St] Status:MEDLINE
[do] DOI:10.28920/dhm47.4.214-215


  7 / 12651 MEDLINE  
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[PMID]:29298154
[Au] Autor:Powell DE; Carraccio C
[Ad] Endereço:From the University of Minnesota Medical School, Minneapolis (D.E.P.); and the American Board of Pediatrics, Chapel Hill, NC (C.C.).
[Ti] Título:Toward Competency-Based Medical Education.
[So] Source:N Engl J Med;378(1):3-5, 2018 Jan 04.
[Is] ISSN:1533-4406
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Educação Baseada em Competências
Educação de Pós-Graduação em Medicina/normas
Educação de Graduação em Medicina/métodos
[Mh] Termos MeSH secundário: Acreditação
Competência Clínica/normas
Educação de Pós-Graduação em Medicina/métodos
Educação de Graduação em Medicina/normas
Avaliação Educacional
Conselhos de Especialidade Profissional
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180118
[Lr] Data última revisão:
180118
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:180104
[St] Status:MEDLINE


  8 / 12651 MEDLINE  
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[PMID]:29235798
[Au] Autor:Bryce J; Foley E
[Ti] Título:Review of the National Registration and Accreditation Scheme.
[So] Source:Aust Nurs Midwifery J;22(5):17, 2014 11.
[Is] ISSN:2202-7114
[Cp] País de publicação:Australia
[La] Idioma:eng
[Mh] Termos MeSH primário: Acreditação/normas
Educação em Enfermagem/normas
[Mh] Termos MeSH secundário: Austrália
Competência Clínica
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180118
[Lr] Data última revisão:
180118
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


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[PMID]:28876996
[Au] Autor:Foreman JH; Morin DE; Graves TK; Mitchell MA; Zuckermann FA; Whiteley HE
[Ti] Título:Veterinary Curriculum Transformation at the University of Illinois, 2006-2016.
[So] Source:J Vet Med Educ;44(3):471-479, 2017.
[Is] ISSN:0748-321X
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:The organization and delivery of a curriculum is the responsibility of the faculty in educational institutions. Curricular revision is often a hotly debated topic in any college faculty. At the University of Illinois, a 2006 mandate for curriculum modernization from the American Veterinary Medical Association Council on Education provided impetus for a long-discussed curricular revision. After two iterations and a lengthy development process, a new curriculum was gradually implemented at Illinois with the August 2009 matriculation of the Class of 2013. The goals of the revision included earlier clinical exposure for veterinary students through introductions to clinical rotations in years 1 to 3 and an integrated body systems approach in lecture/laboratory courses. A new Clinical Skills Learning Center facilitates development of clinical skills earlier in the curriculum and promotes the development of those skills throughout all 4 years of the curriculum. New outcomes assessments include comprehensive written examinations and Objective Structured Clinical Examinations (OSCEs) in years 2 and 3. Curriculum management, including grading of clinical rotations in all 4 years, is achieved through a commercially available software package. For the past 5 years, when candidates were asked why they chose to apply to Illinois, the new curriculum (27.4%) was the most common answer given during interviews. The Illinois revision has resulted in measurably increased veterinary student self-confidence (p<.001) at graduation.
[Mh] Termos MeSH primário: Estágio Clínico
Currículo/tendências
Educação em Veterinária/organização & administração
Faculdades de Medicina Veterinária/organização & administração
[Mh] Termos MeSH secundário: Acreditação
Educação em Veterinária/normas
Seres Humanos
Illinois
Inovação Organizacional
Faculdades de Medicina Veterinária/normas
[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.0316-060R1


  10 / 12651 MEDLINE  
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[PMID]:28876993
[Au] Autor:Ilkiw JE; Nelson RW; Watson JL; Conley AJ; Raybould HE; Chigerwe M; Boudreaux K
[Ti] Título:Curricular Revision and Reform: The Process, What Was Important, and Lessons Learned.
[So] Source:J Vet Med Educ;44(3):480-489, 2017.
[Is] ISSN:0748-321X
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:Beginning in 2005, the Doctor of Veterinary Medicine program at the University of California underwent major curricular review and reform. To provide information for others that follow, we have documented our process and commented on factors that were critical to success, as well as factors we found surprising, difficult, or problematic. The review and reform were initiated by the Executive Committee, who led the process and commissioned the committees. The planning stage took 6 years and involved four faculty committees, while the implementation stage took 5 years and was led by the Curriculum Committee. We are now in year 2 of the institutionalizing stage and no longer refer to our reform as the "new curriculum." The change was driven by a desire to improve the curriculum and the learning environment of the students by aligning the delivery of information with current teaching methodologies and implementing adult learning strategies. We moved from a department- and discipline-based curriculum to a school-wide integrated block curriculum that emphasized student-centered, inquiry-based learning. A limit was placed on in-class time to allow students to apply classroom knowledge by solving problems and cases. We found the journey long and arduous, requiring tremendous commitment and effort. In the change process, we learned the importance of adequate planning, leadership, communication, and a reward structure for those doing the "heavy lifting." Specific to our curricular design, we learned the importance of the block leader role, of setting clear expectations for students, and of partnering with students on the journey.
[Mh] Termos MeSH primário: Currículo/tendências
Educação em Veterinária/organização & administração
Aprendizagem Baseada em Problemas
Faculdades de Medicina Veterinária/organização & administração
[Mh] Termos MeSH secundário: Acreditação
California
Educação em Veterinária/normas
Seres Humanos
Inovação Organizacional
Faculdades de Medicina Veterinária/normas
[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.0316-068R



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