- Amany M. Al-Thuniyan added an answer:20Can you recommend any textbooks to use for teaching public health 101 in undergraduate programs?Please limit your answers to books written in English language.Here is useful one:Following
- Vanja Vucicevic Boras added an answer:11Is there any experience with formative evaluations in the clinical education of dental students?In the clinical training courses, dental students are supposed to treat their first patients under supervision of the clinical assistants (teachers). How do you give feedback on the students' performance? Do you observe every step the student undertakes during treatment, including communication and hygiene?we have e-learning courses (oral medicine) and dr. Vlaho Brailo is conducting this research mybe you can email him (firstname.lastname@example.org).Following
- Panayot Tanchev added an answer:16What are the ethics behind the second publication of a paper previously published in another language?What are the ethics behind the publication of a paper, previously published in another language and not appearing in the english literature by the same authors? Is this acceptable?Yes, republication is very useful for dissemination of knowledge. However, permission from the journal where the paper is already published is mandatory. Otherwise, it is unfair.Following
- Kieran Walsh added an answer:29Does a Medical / dental teacher need formal training in teaching?In medical/dental education, teachers do not possess (nor required) formal training in teaching as in other faculties. Is the time ripe to endorse this change? Will this added training increase the knowledge delivery and skill of teacher, thereby benefiting students?There are a range of medical education courses available online. Dundee is supposed to have a really good one.
- Mark White added an answer:4What are key influential factors and their relative contribution to the success or failure of quality improvement policy implementation?Your study is just the kind that I was looking for. Only yesterday we were discussing the matter of challenges presented to frontline health providers when different organizations or initiatives introduce quality improvement with different names. We did not discuss it from the perspective of conflict of interest, rather one of confusion, but now I am thinking that in the confusion conflict of interest can arise. Kenya is in process of developing a quality improvement policy supported by development partners with passionate interest in improving health service delivery and are convinced that one strategy for addressing confusion is harmonization or standardization. It is just as well to start thinking about conflict of interest as well. It would be useful to read some more work dealing with conflict of interest as well as misunderstandings. This will facilitate the design of appropriate continuing education, support and mentorship.We identified via literature review, 7 common contextual factors key to implementation of the QI programme Productive Ward http://onlinelibrary.wiley.com/doi/10.1111/jonm.12069/abstract A larger review of Lean Healthcare including PW citations we identified 3 main components cited as common impacts... Leadership, empowerment & engagement http://www.emeraldinsight.com/journals.htm?articleid=17102117 The most indepth study of all is from Mary Dixon-Woods http://qualitysafety.bmj.com/content/early/2012/04/27/bmjqs-2011-000760Following
- Heta gautambhai Vyas added an answer:2Is there any relationship between Human Chorionic Gonadotrophin releasing hormones and Angiogenesis?I found HCG has role in Angiogenesis but mainly in cancer. I want to know if this is true for a normal Angiogenesis relationship.Sir that's true, agree.
But I want to know whether it's having some role to maternal angiogenesis during pregnancy.Following
- Rodney E. Rohde added an answer:2Does anyone have a reliable qPCR lab for a molecular diagnostic MLS course?I teach a senior level Medical Laboratory Science Molecular Diagnostics course. I am looking for a reliable (results reproducible) kit that I might purchase to teach to senior level undergraduates.Thanks Ehsan!Following
- Florencia Maldia added an answer:4How do you bridge the education-industry gap in nursing practice through graduate education?Constant change in health environment impact nursing practice and education and creates gap. Change demands Graduate education to adapt and innovate to bridge the gap to maintain the balance between education and industry and promote quality health care.I fully agree with you Raijah Rahim and Theodora Issa. Graduate practicum or internship is needed to expand and extend nursing functions that will link education and labor industry. I also agree with Sandra Richardson that collaborative practice is another link between education and labor industry. In addition, advanced knowledge and skills through graduate education and practicum are needed to collaborate. Autonomy and skills in decision making, communication, and leadership are required in collaborative practice.Following
- Marcus McDonald added an answer:6For those who are in healthcare education, how are you integrating iPads in human simulations?This fall we are planning to integrate iPads in cases developed for use in human simulations, both standardized patients and mannequins. We have the following programs:
Physician AssistantOur approach has roughly been to develop e-learning tools that may be used via the iPad or a range of devices. It seems to come down to the BYOD arguments. Grainne Conole is just written a paper on using Ipads with med students. no link sorryFollowing
- Tony Dowden added an answer:8Why does plagiarism exist in the so called elite medical and para medical professionals?Insecurity,track tenure where the promotion increment even the very survival for a professional drives people to steal creativity from others.The best way I feel is to prevent or control this we can and should teach professional ethics to students right from day one of their training and tenure track could be modified with low intense appraisalsI agree with a number of the sentiments already expressed. Morality, or lack of it, is not reserved for particular professions, so I would be surprised if 'teaching professional ethics from day one' makes much difference to the incidence of plagiarism. I'm sure we would love to think it would, but there is little solid evidence to indicate this works. Instead, the learning & teaching literature is supportive of purposively designing assessment to minimise plagiarism. An obvious approach is to refresh assessment items regularly. An approach I favour - and have had some success with - is using a 'boutique' principle where students are required to utilise specific resources and apply their knowledge to a specific context. This is an especially good defence against 'cut-and-paste' plagiarism. In addition, the literature indicates there is a fair amount of so-called unintentional plagiarism. As Wendy also indicates, it is therefore necessary to provide students with resources that explain what plagiarism is and how it should be avoided. Many institutions do this at a systemic level - by attaching information about plagiarism to assignments - but I think it is good to find time to discuss the issue with first-year students. Here, Mitchell's point about explaining things in 'your own words' is salient.Following
- Wendy Kooken added an answer:7Evaluation of performing art exercises for health professional skills improvement?To improve nurse and field health professional relational skills we have run a specific educational intervention that used performing art and theatre (experiential laboratories).
Has anyone been involved in such experiences before? We are testing different evaluation methodologies but we are still far from understanding what is happening during and after the intervention.
A focus group, specifically observing greed and individual diary of the experience was conducted and analyzed. In one case, we have also used a controlled observation in a quasy-experimental setting since randomization was not possible.
Any suggestions, indications or reference suggestions are well-accepted.
Thanks a lot for the helpIt may be appropriate for you to consider using qualitative methodology as well. In a recent article my colleagues and I outline a strategy for measuring change in student nurse attitudes towards clients who are homeless. Such an idea might be helpful.
Worlds apart in the same town? A qualitative comparison of pre- and post-clinical themes assessing student nurse perceptions of homeless, mentally ill clients.
Wendy C Kooken, Julie K Baylor, Kelly R Schwend
Illinois Wesleyan University, 1312 Park Street, STV 214, Bloomington, IL 61701, United States. Electronic address: .
Nurse education today (Impact Factor: 0.91). 07/2013; DOI:10.1016/j.nedt.2013.06.005
ABSTRACT Student nurses' negative attitudes towards men who are homeless and mentally ill disrupt development of therapeutic relationships. Without therapeutic relationships these men may feel stigmatized. Assessing student attitudes allows for insights to improve students' abilities to develop therapeutic relationships. The purpose of this research was to assess student nurses' pre- and post-perceptions towards homeless mentally ill clients during a mental health clinical through analysis of pictorial data. Data was analyzed through a qualitative, phenomenological method. On the first and last days of clinical experience, students were asked to draw a picture in response to the question: "How far apart are you from these men?" We analyzed pre- and post-drawings separately and changes were compared. Four pre-attitude themes and two post-attitude themes were identified. Pre-attitude themes demonstrated student drawings as geographically distanced from the clients and living in two different worlds. Post-drawings reflected themes where clients and students were under the same roof and often physically touching. We suggest using this easily reproducible, inexpensive method to gain insights into student attitudes. The difference in the drawings objectively demonstrates the effectiveness of clinical experiences in changing student nurse attitudes towards men who are homeless and mentally ill.Following
- Cheryl J. Eschenfelder added an answer:14How to engage non-participating students on a virtual learning platform?It is relatively easier to observe and get cues from students who are not participating in a face-to-face class compared to an online course. It may be because the student is shy, needs motivation or has a different learning style; and it is a real skill for the online instructor to engage the student accordingly. How can one learn this difficult yet very important attribute for online teaching?Following
- Nader Aghakhani added an answer:7Is it acceptable for medical practitioners to refuse to participate in procedures they feel are harmful, wrong, or unethical?Amidst the plurality of values, ethical collision arises when the values of individual health professionals are dissonant with the expressed requests of patients, the common practice amongst colleagues, or the directives from regulatory and political authorities. When health providers disagree with their patients, colleagues, or regulatory professional bodies about the suitability of specific types of care, there are conflicting views on whether such health providers should be forced to violate their conscience, or punished if they refuse to do so.
In my opinion, it is absolutely essential when participants are to be exposed to serious risks or required to suspend their individual rights, as in hypnosis research or drug use studies, medical practitioners shouldnot participate unless the patients will receive better treatment based on research results.Following
- Dr. Syed Javaid Khurshid added an answer:13Do you think that there is a relationship between healthy food and the level of students' learning?Is considered a health food necessary for any human being to enjoy good health, so how about if associated with education.absolutely yes. A lot of work is already published on it.Following
- Nitish Ranjan added an answer:15How can a good question be described?I usually find students complaining from questions. This is normal, but the problem of this question based on the logic of building the question itself. Sometimes, language is a barrier, sometimes, the question is not well targeting the required answer. The questions sometimes are written quickly. So, how do you share experience in this regard? And do you think question's bank is a good idea?Any question which helps in better understanding of subject matter and concept is a good question for me.
- Laurie Bourdeaux added an answer:3What is the best resources to study for USMLE exams?Kaplan books, text books, first asid?Blackwell's Boards and Wards series is also popular with our students.Following
- Maria Rosa Fenoll-Brunet added an answer:8Could anyone suggest readings on student engagement in higher education, or does anyone know a research done on this topic?I am researching the class room engagement of student nurses in the class room vs the clinical setting.In higher education there is growing interest in student engagement.
A programme has been initiated to recognise international excellence in medical schools. One of the aims is to recognize institucional iniciatives promoting Student engagement in the currículum and in the Medical School. You can find more information at:
- Hemanta K. Baruah added an answer:2Is university education moving from promoting scholarship to mass production?More and more the number of people requiring university education is growing but without commensurate growth in number of institutions and expansion of facilities. As a result it seems that mass production of graduates is taking over scholarship.Universities now a days focus more not on researches but on awarding degrees.Following
- Uday Nair added an answer:4What are the latest research interest in special education,gifted education and creativity?Any interested researcher/ faculty in a joint research?Making use of 'Ubiquitous technologies' to adapt to varying needs of learners to cater innovation through creativity.Following
- Helen Muscat added an answer:4Is coaching an effective model to enhance professional development for today's health workforce?I am reviewing a number of professional development models and would like to know if others have engaged coaching as a professional development model. If so, has it worked, were there any challenges/resistance and what was the take up by staff?Like most things, it relies on a good facilitator . So if that is to be you, take some coaching yourself and this will aid you.Following
- Imran Siddiqui added an answer:36How is clinical leadership taught and assessed in your surgical training programme?Lack of leadership is a current topic and has been recently in the media after severe failings in NHS Trusts. Leadership is an important non-technical skill and it should be part of a surgical training programme. High risk organisations such as aviation developed rating scales that have been revised an applied to surgery such as NOTSS, NOTECHS and OTAS. To use those scales surgical trainers require training in previously mentioned scales.Leadership in general must be included in the earlier phase of the undergrad medical curriculum that might be the part of Learning or Study Skills. Once the graduates are skilled with the leadership qualities, then in postgraduate programs it could have enhanced specialty-wise domain. Further, the workplace based assessment could be very beneficial in assessing clinical leadership in surgical training programFollowing
- Florencia Maldia added an answer:18What can be done about unethical marketing?Exparel is a medication used in surgery. It is the liposomal version of bupivacaine. The company did 3 "pivotal" trials for its approval (www.fda.gov). 2 of these were against placebo and 1 was against bupivacaine. Exparel did better than placebo, but not better than bupivacaine. The exparel versus bupivacaine study was never published. The 2 placebo trials are heavily marketed.
Exparel is $300 versus $2 for bupivacaine.
I have put together an article with above details as well as other information that shows similar outcomes with exparel and bupivacaine and just submitted to pharmacy journal. However, seems like I should do more.I do not know the marketing laws and standards in context. I’m sharing my thoughts based on my understanding of data provided. I did not find error in terms of therapeutic effect and side effects in Exparel versus bupivacaine. In my understanding of your data the two medications yield similar therapeutic effect and the only difference is the price value in the market Exparel cost $300 and bupivacaine cost $2. Personally I did not find ethical issue or dilemma since there is no harmful effect in human. It’s drug pricing issue. The agency/state regulation on trade and industry needs to address the price cost.
Your transparency and knowledge contribution are fully appreciated but there is a need to consider related and relevant laws in context because it involves not only the ethical component but also legal component
I strongly agree with Martin Lenhardt . It is good to consider his suggestion.
I had similar thinking like yours. Daflon 500 mg venotropic drug for venous insufficiency and venous tone up. Two drug companies market Daflon 500mg with 50% price cost difference. Generic product costs less than branded product. The thinking of some consumer is low drug quality at low cost and high drug quality at high cost. This thinking drives consumers to go for branded drugs. It is the responsibility of the state to regulate and monitor food and drug to protect the consumer's health. Drug products are required for assay test before it is out in the market to protect the consumer’s health.Following
- Maryann Ku added an answer:29Why do most studies in public health, epidemiology, leadership and others target nurses?I have noted through reviewing literature that nurses are mostly targeted in these fields. This can be explained through various considerations among which are number of nurses in a health setting is larger compared with other professions, nurses are in the first line between the patient and physicians, etc. what about other professions including physicians, medical technologists, pharmacists. Are the roles of such employees underestimated?Following
- Sandrine hegg-deloye added an answer:31Is there a "use by date" for teaching clinical skills when not practicing those skills anymore other than in simulation?Within health professional education literature, there is strong support for the notion that to be a good clinical educator, you must have clinical experience and be currently practicing. In other literature, I have found that if you are teaching clinical practice using simulation and current evidence, you are in fact in current practice. I had extensive experience in clinical practice but have not practiced for 10 years. However, I have kept abreast of current trends and practices through research, "train the trainers" programs such as accredited ALS courses etc. and have been teaching using a range of simulation modalities and fidelities for more than ten years. My question is: am I still the right person to teach clinical skills to present day practitioners?
Do you know authors who "define" guidelines to maintaining clinical skills for professors and course teaching.Following
- Mpatisi Moyo added an answer:2Virtual Patient Interview Text Database for Values Content Analysis/Professional Values measurement?I am a PhD student researching on measuring values in healthcare. I have developed a psychometric tool to measure the professional values in healthcare. But my other interest in this measurement space was to show that values could be extracted from large resources of patient /practitioner text data using Text Mining (TM) methods. Unfortunately our data collection of simulated patient interviews last year did not yield good quantity and quality data for good exploration of TM methods. My institute does not have a Virtual Patient Tool, all data was collected by manual recording and is not very helpful as a participants are not tagged with any identity and the data is scanty as well.
I have read around about Virtual Patient Tools, and have realized some institutes have had these tools in place for a while. Large text data available as in a historic database with other variables could be of great utility for me to explore TM methods on. If anyone or any institute can help with access to such data I will be grateful. Collaborative work on this can be formalized with my supervisors. Or pleases advice on any other possible resources for such text databases.Thanks Michael, good idea!!Following
- Reneh Karamians added an answer:2Is there a formula to determine sample size in a three-group comparison?Can anyone help me on the appropriate formula to determine sample size in comparing the intelligent quotient of three groups of children (1. asthmatic children, 2. children with sickle cell disease, 3. 'normal children')?
Try this link. http://www.stat.purdue.edu/~bacraig/SCS/Power%20and%20Sample%20Size%20Calculation.docFollowing
- Closed account added an answer:18What parameters must be observed in selection of a journal?Procedure for selection of journalsIt depends upon your audience and what do you want with your paper.... If you are interested in increasing your citations then always go for open access journals they may be a bit expensive but you can get a lot more citations..... If you are interested in impact factor then go for a journal with a good impact.... If you think that you cant publish in a good impact journal then go for a journal which is new but the quality of paper published in that journal are good then within few years you will see that the impact factor of the journal will rise ......Following
- Wendy Kooken added an answer:5Assisting students to learn about underlying philosophical foundations to health research - any suggestions?I am currently teaching a Term 1 “Introduction to health-related research” course in an Masters occupational therapy program. We have students from a wide variety of backgrounds (e.g. psychology, sociology, basic science, kinesiology, womens’ studies, and many more), and hence a wide range of experiences and understandings about how paradigms and philosophical understandings influence knowledge and research studies. Some students are really struggling with these concepts – and just want the “right” answer. There is also confusion in the field - e.g. the way that the word "naturalistic" is used can vary a lot and it takes some experience to understand these differences and nuances. Apart from giving them more foundational readings, I wonder about other teaching and educational strategies that you have used in this kind of situation. Any suggestions?There is a book called Sophie's World which is an exploration of the underlying philosophy of science that may be helpful. I know there is at least one article that is about educators using this book to teach a research/philosophy course http://www.amazon.com/Sophies-World-History-Philosophy-Classics/dp/0374530718/ref=sr_1_1?ie=UTF8&qid=1384949166&sr=8-1&keywords=sophies+world
Also other books, Flatland, What is Science by Mannoia and Theory of Science by Gale.
These are all books I have found helpful. The other strategy I use is to have the students find something they are passionate about to link their understanding of research and philosophy to. For example, I had an undergraduate student taking a research course. She had no real clinical experience yet. But, when exploring things she was interested in, her religion was important to her - so I gave her a couple of ideas related to this. She chose to spend time looking at the concept of forgiveness and its relationship to physiological measures. She ended up doing very well, because it made sense to her and she was passionate about it.
Also,when I taught a similar course at the doctoral level, I made sure that for their readings, I had a wide variety of examples of research readings to choose from that were about research in their specific area- so in my case- research from OT, Speech Pathology, Architecture, and Nursing.
Hope this helps.Following
- Leslie Mitchell added an answer:4What are the faculty development needs for nurses who teach in associate degree nursing (ADN) programs?I am conducting a study to determine faculty perspectives on professional development to improve teaching efficacy in associate degree nursing programs. This group of nurse educators is largely overlooked as much of the focus has shifted to the professional development needs of nurses who teach in baccalaureate programs. Does anyone know of a faculty development survey instrument that may be adapted for use in my study? I believe this study is important because the research indicates that in many areas of the United States as many as 60% of new nurses are graduates of ADN programs. ADN faculty--full-time and part-time--have a huge responsibility and need ongoing support to fully develop in the faculty role. Thoughts?I recieved my ADN from a program that employed only Masters level and higher Nurse educators from a local community college. I however, worked in a facility that contributed clinical time for that program as well as a University BSN program. Since that time and over the years the seperation in the two nursing styles has become increasingly evident. What is evident to myself and fellow practitioners who come from an ADN background is the significant difference in Clinical skills that the ADN nurses have over the BSN nurse. I also see an increase in finese of bedside care in the ADN and MSN nurse that seems to be lacking in the BSN programs. I'm not sure where we lose that finese in the BSN program. Are we overly concentrated on the generalist education program losing focus in the clinical setting in the typical BSN program setting? Should we be looking more to requiring a residential style nursing program? Requirement of ADN with a required assignment in a teaching institution post graduation while attending a BSN program continuing through the Masters level with Phd as an option?Following
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