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PubMed2003

Therapeutic alliance as a measurable psychotherapy skill.

Out of the Babel of psychotherapy models, concepts, and techniques, the therapeutic alliance stands out as a measurable phenomenon that has been shown to have a robust effect on treatment outcome. The therapeutic alliance may be a "holy grail" of psychotherapy competency because it is a validated concept that is predictive of outcome, more powerfully predictive than alternative indices, clearly defined, easily measured, and may have educational and training value. This communication reviews the concept of therapeutic alliance, the methods for measuring it, and its relationship with outcome. We also summarize the literature on how trainees acquire the ability to develop a therapeutic alliance, and evaluate the pedagogical techniques for improving trainees' skills in this area. Finally, we present recommendations for the use of therapeutic alliance measurement in residency training for competency assessment purposes, and for pedagogical approaches for improving residents' therapeutic alliance building skills.

Educational Measurement↗

PubMedDate not supplied

A randomized comparison of alternative formats for clinical simulations.

Computer-based clinical simulations for medical education vary widely in structure and format, yet few studies have examined which formats are optimal for particular educational settings. This study is a randomized comparison of the same simulated case in three formats: a "pedagogic" format offering explicit educational support, a "high-fidelity" format attempting to model clinical reasoning in the real world, and a "problem-solving" format that requires students to express specific diagnostic hypotheses. Data were collected from rising third-year medical students using a posttest, attitudinal questionnaire, students' write-ups of the case, and log files of students' progress through the simulation. Student performances on all measures differed significantly by format. In general, students using the pedagogic format were more proficient but less efficient. They acquired more information but were able to do proportionately less with it. The results suggest that the format of computer-based simulations is an important educational variable.

Attitude↗

PubMed2006

Enhancing undergraduate teaching and research with a Drosophila virginizing system.

Laboratory exercises using Drosophila crosses are an effective pedagogical method to complement traditional lecture and textbook presentations of genetics. Undergraduate thesis research is another common setting for using Drosophila. A significant barrier to using Drosophila for undergraduate teaching or research is the time and skill required to accurately collect virgins for use in controlled crosses. Erroneously collecting males or nonvirgin females contaminates crosses with unintended genotypes and confounds the results. Collecting adequate numbers of virgins requires large amounts of time, even for those skilled in virgin collection. I have adapted an effective method for virgin collection that eliminates these concerns and is straightforward to use in undergraduate settings. Using a heat-shock-induced, conditional lethal transgene specifically in males, male larvae can be eliminated from a culture before adults eclose. Females thus eclose in the absence of males and remain virgin, eliminating the need to laboriously score and segregate freshly eclosed females. This method is reliable, easily adaptable to any desired phenotypic marker, and readily scaleable to provide sufficient virgins for large laboratory classes or undergraduate research projects. In addition, it allows instructors lacking Drosophila expertise to use this organism as a pedagogical tool.

Animals↗

PubMedDate not supplied

[Activities and authors. Role playing in health education].

One the forms that the capitalism met for perpetuate his ideology was through of scholastic institution and do this, your set doctrinaire. This space orderly frequently oppose teachers and students, where the practice is enforce through of foregoing scheme. At sphere of health, this scheme repeatedly, because the conception of health /disease nap works of health teach the subordinate population and the culture is transmit for health, basically on advice and norm for the people with process of culpability for theirs diseases. We would like at this work report our experience with the Pedagogic Psychodrama of ROMANA (1987), at raising your demands referring informations about Firsts Aids with teenagers matriculation on course for patrol at slum of Rocinha(R.J.), where the datas were analysis quality of discourse. The utilization of a methodology don't exclude the station context if subject of apprenticeship, contribute for understand your role and commitment with the transformation personal and collective, we hope contribute with Nursing, teach possibilities, pedagogic and creatives for humanization the Education at Health.

Adolescent↗

PubMedDate not supplied

[Citizen training in nursing: myth or potential utopia?].

The objective of this study is to verify to what extent the concepts of university, citizenship, social compromise and health system influence the nursing practice. These topics were analysed through questionnaires answered by senior nursing students. The pedagogical project of the this course was used as reference to analyse students' speech. The study showed that these prospective professionals didn't have a satisfying advance concerning their view on education, health and conception of the world. This result suggested that this pedagogical proposal has to be constantly reexamined in order to broaden students' view on the aspects mentioned. It was noticed that students' discourses were heterogeneous, and contrasted with the apparent homogeneity in the understanding of specific contents. The research highlights the dialectical movement that affects the teaching practice, which oscillates between a critical formation and Descartes' logic. It was concluded that a continuous evaluation of the educational project is a vital strategy to consolidate a formation compromised with citizenship.

Brazil↗

PubMedDate not supplied

[PROFAE teaching proposal in the perspective of tutor nurses].

This paper presents results of a research proceeded with the first group of nurses from the Pedagogical Training Course in Health Professional Education: Nursing, in Campo Grande-MS. It was intended to verify obtained knowledge expressed by the participants before and after course. Data were collected using structured forms with open questions, that were approached under metodological qualitative reference. It was observed that this course development as a movement, is considered an evolution and transforming moment in all levels of Nursing teaching. It is believed that the course's pedagogical training essence was assimilated by the students.

Brazil↗

PubMed2002

[Motivation on plaque control and gingival bleeding in school children].

The objective of the study is to evaluate the impact of two pedagogical motivational approaches for plaque and gingival bleeding control among 135 students of local public schools in Santa Tereza, Brazil, in 1999 The motivational program consisted of different educational strategies offered to two distinct groups: Group A, who attended only one explanatory session about oral hygiene, and Group B, who attended a total of four pedagogical sessions. In order to evaluate the methodology applied, the visible plaque index (according to Ainamo & Bay, 1975) and gingival bleeding index (according to L e and Silness, 1963) were calculated. A highly statistically significant reduction in the visible plaque index and gingival bleeding index was observed in both groups after the educational sessions (p<0.001). Moreover, a higher reduction in the gingival bleeding index and an even more accentuated decrease in the visible plaque index was found in group B when compared to group A (p<0.001). In conclusion, the motivational reinforcement in educational and preventive programs has a positive effect for the reduction and control of gingival bleeding and bacterial plaque.

Adolescent↗

PubMed1998

[Perception of university teachers of their ability to teach nursing].

Teaching Administration Nursing Service we've been worried about several variables of the instructive process that affect the teachers and the students, as advantage, attitudes, thinking and acting manner, values, expectations, previous experiences, among some. These uneasiness take us to check the educational practice experience, considering the teaching's ability. In this study, we intend to reveal the teacher's understanding about the ability to teach nursing throw the education's reality recognition. So, we adopted a quality methodology that allow us a comprehensive analysis of the teaching's speech at a Public University in São Paulo city. According to the methodology it was possible to get back four meaning unities that allowed us to prescribe the emerging subjects; teaching's understanding about technical ability, teaching's understanding about scientific-theretical ability, teaching's understanding about pedagogical ability and the teaching identity. This study permitted us to reveal some points considered outstanding about the teacher's ability, getting it back as the result in a complex and continuous process of technical, theoretical and pedagogical training, contained in a several factors, psychological, social, ethical, economical, political and historical. We still understanding that the teacher's reflections about the teaching reality, in its totality, favouring the awareness and interfering positivly in their criticism formation. Finally there is a necessity to set up schools formation and up-dating centers and establish human political resources compatible with a renewed political of na educational action.

Attitude of Health Personnel↗

PubMed2004

[The real and the idealized teacher as envisioned by a group of graduating nurses].

This survey, carried out in two colleges of nursing, is an attempt to contribute to the understanding of the teaching of nursing by characterizing the real and idealized professor, as seen by undergraduate students; identifying the most valued areas of the teacher's performance: the emotional side or that related to specific theoretical-practical prowess and the didactic-pedagogic aspects as well as identifying the differences in attitudes between the students in relation to these values. The data were obtained through the application of 69 questionnaires. After descriptive analysis of the results, it was concluded that the emotional aspects of the teacher-student relationship are mediators through which the mastery of the subject content and also the didactic-pedagogic aspects, as well as, the teaching-learning process are achieved with success.

Faculty, Nursing↗

PubMedDate not supplied

[Tutorial programs for nursing courses].

The implementation of political-pedagogical projects, encouraged by health and education policies, generated the need to incorporate in nursing curricula several programs to attend the interests and necessities of undergraduate courses. One of these is the Tutorial Program that aims at considering the student as the subject of the education and care. In this way, this study aimed at contributing to the evaluation of a tutorial model in order to fill in gaps found in the process of construction of political-pedagogical projects. Therefore, the article describes the idealized theoretical model with the purpose to include it in undergraduate nursing programs.

Brazil↗

PubMed2004

[Critical reflexive education of nurses from the nursing undergraduate program offered by the School of Medicine of Marília - FAMEMA].

The study aimed at learning with the undergraduate students enrolled at the Nursing Undergraduate Program offered by FAMEMA about how they are building their education with the purpose of forming a critical reflexive professional as well as identifying the differences perceived by the students with respect to the logic of the Pedagogical Political Plan. The subjects were students finishing the fourth year of the undergraduate program. Authors used the focal group and semi-structured interviews as research techniques. The empirical data were organized according to the technique of Collective Subject Discourse followed by thematic analysis. Authors evidenced that the students were able to elaborate a critique with respect to the Pedagogical Plan, discriminating and perceiving the problems, the changes that occurred and the conflicts generated in a Project of this nature. When they experience reality, students also have conflicts that permeate the relationships they build in their lives, questioning nurses' role, reflecting about their ethical posture, the basis for the argumentation and support to their practice working as a team.

Brazil↗

PubMed2004

[Distance learning in the nursing area: report of an experience].

This study aims at reporting an experience of offering a course in the master program of the Universidad Nacional de Rosário. The purpose is to offer elements for a reflection on a conception of long-distance education, as an adequate and efficient modality of education, aiming at enabling a teaching with quality to a determined clientele. The course was developed in three moments: video-conference, long-distance didactic activities and a seminar. The tutoring was shared by establishing the challenge of having a dialogic relation with the students. Authors believe that long-distance education is an adequate pedagogical tool to qualify nurses who have no access to traditional graduate studies. Therefore it enables the qualification of a greater number of nurses, geographically dispersed, who are unable to scape from the routine of their personal and professional lives. Facing the need to form the country's nursing workers and qualify nurses to act as teachers, long-distance learning is an effective and possible pedagogical strategy.

Education, Distance↗

PubMed2000

[Anatomy practice and medical education].

Medical education is committed to a distant and impersonal model of medical care that does not take into consideration the complexity of the encounter between physician and patient. Some authors believe that the "dehumanizing posture" of physicians is encouraged by the pedagogical practice of dissecting cadavers. In this sense the relationship between student and cadaver would be a model preceding and shaping the relationship between physician and patient. This article describes a study on the impact of anatomy practice on first-semester medical students enrolled in the anatomy course at the Federal University of Rio de Janeiro, Brazil. Groups of 16 students attended four 1-hour meetings over the semester. Thirty-two groups were assessed over four semesters, with a total of 384 students. The activity was coordinated by medical psychology and anatomy professors, who took notes during the sessions. At the end of each semester the students filled out a questionnaire to help evaluate this teaching activity. In the groups, the most frequent themes were the first encounter with the cadaver, respect for the cadaver, and the presence or absence of humanity in the cadaver. In general the questionnaire showed that the students found the experience to be positive. We believe that the pedagogical activity described here provides an opportunity to reverse the gloomy state of affairs of dehumanized medical care. Group discussions help decrease students' anxiety with the cadaver. This in turn results in a more humane model for the physician-patient relationship and promotes change in the ideology of coldness and distance on the part of the physician. The paradox of medical education--being technical and also having to take into account the complexity of human relationships--can be resolved through activities such as this one.

Anatomy↗

PubMed2002

Behavioural awareness, interaction and counselling education in audiological rehabilitation: development of methods and application in a pilot study.

In conventional audiological rehabilitation, the hearing therapist interacts with the hearing-impaired person and with significant others. In order to strengthen the personality and self-confidence of the hearing-impaired individual, a different strategy was designed and implemented whereby the pedagogic interaction was directed only towards the hearing-impaired individual, who in turn worked as a tutor/aid/counsellor to the communication partner. On the basis of an interactive communication model, new methods for rehabilitation of subjects with moderate hearing impairment were developed and evaluated in a pilot study on 13 men with noise-induced hearing loss. A course programme was developed with three main active components: (1) increased insight and knowledge; (2) education as counsellors with the ability to focus on the problems of the communication partner; and (3) motivation to change through group discussion and reflexive conversation. Increased insight and knowledge were obtained through test and training experiences in a sound environmental chamber, tutorials and discussions. The pedagogic training focused on helping the hearing-impaired subjects to become able communication counsellors in relation to their interlocutors. An act-react, offensive-defensive paradigm was used in conjunction with transactional analysis. Results of the pilot study were evaluated using questionnaires, interviews and a method of dialogue analysis. The results were evaluated for the hearing-impaired and the partner and in recordings of conversations in the home environment. There were clearly positive cognitive and emotional effects seen in the inquiries and interviews. The observations from the dialogue analysis indicated only small effects, with the exception of the two individuals with the most pronounced functional impairment, for whom dialogue was improved after the course. It was concluded that these new methods could contribute new possibilities in rehabilitation programmes, emphasizing the shared responsibility for communication and the unique competence and abilities of the hearing-impaired person.

Awareness↗

PubMed2003

Are the concepts of andragogy and pedagogy relevant to veterinary undergraduate teaching?

Knowles and colleagues have described teaching methods as being either teacher centered, with dependent learning (pedagogy), or learner centered, with independent learning underpinned by the learners' experience and intrinsic motivation (andragogy). This paper argues that both models can be recognized within veterinary undergraduate programs. Veterinary students enter the program with a high level of intrinsic motivation and are prepared to invest considerably in comprehending the material that is presented to them. While this should result in learners whose behavior fits the assumptions underlying andragogy, information overload, poor communication of the relevance of material, teaching by transmission, and examination by memorization often confine learning to the dependent learning characteristic of pedagogical approaches. Students' experience and practical ability should develop as they progress through the program. Drawing upon experience provides opportunities for both fleshing out and putting in context the declarative knowledge from the didactic components of the curriculum. Where this is achieved (either in the clinical or preclinical curriculum), students' motivation and interest is stimulated, resulting in andragogical responses of enhanced motivation and engagement with the subject. Pedagogy and andragogy can, however, be complementary, rather than antithetical. Students enter a new subject with minimal experience and little knowledge about it, so a pedagogical methodology may be the most efficient way of initiating understanding. However, as understanding develops, an andragogical method becomes more appropriate, progressively developing students' independence of learning. The cycle may repeat itself during the program, with the balance changing along with changes in knowledge, goals, experience, and context.

Animals↗

PubMedDate not supplied

An evaluative case study of online learning for healthcare professionals.

BACKGROUND: This evaluation study assessed the pedagogical and instructional design (e-pedagogy) effectiveness of online continuing professional education (CPE) courses offered by a large Australian CPE provider. METHODS: A naturalistic theory approach and a multilevel evaluation were used to examine the impact of web-based learning on more than 300 healthcare professionals. Participant satisfaction, learning achievement, self-reported practice performance change, and e-pedagogical courseware characteristics were assessed by various qualitative and quantitative data collection methods. RESULTS: Findings revealed that learning online was an effective means for increasing CPE knowledge (p < .05) and improving self-reported practice performance change (p < .05). Courses containing a clinical tool resulted in an increased self-reported practice performance change over courses that did not (Zobs = 3.757). CONCLUSION: Online CPE offers a convenient format for healthcare professionals from educationally and geographically diverse populations to update their knowledge and view best practice.

Analysis of Variance↗

PubMed1993

Feminist pedagogy: a framework for nursing education?

This article describes the feminist pedagogical strategies used in a nursing course in the post-RN Bachelor of Science in Nursing (BScN) program, Aga Khan University, Karachi, Pakistan. A variety of concepts that have direct relevance for nurses were discussed within small groups. These settings provided the venue for an examination of the issues that nurses, as primarily female, face in a patriarchal Muslim society and an androcentric health care system. Emphasis is on the process used in terms of feminist pedagogical practices and its relationship to feminist theory and critical pedagogy. The five process goals suggested by Schniedewind (1983) formed the basis for an exploration of this relationship through an analysis of the content and practices used in the course. It is demonstrated that the teaching practices advocated by feminist pedagogy hold much promise for nursing education to empower nurses and to make an impact on the health care system.

Culture↗

PubMed1995

Lessons from literature: caring, interpretation, and dialogue.

There can be little doubt that nursing, like other arts and sciences, is experiencing an "interpretive turn" (Hiley, Bohman, & Shusterman, 1991). As part of this more global "turn," the curriculum revolution has spurred nurse educators to critically examine their schools, curricula, and everyday practices as teachers and propose alternative pedagogies where appropriate. I argue that what is now being developed as nursing humanities is a valuable approach to interpretive pedagogy which challenges, stimulates, integrates, and develops students' thinking and understanding of the lived experience of patients/clients in ways that more traditional scientific and behaviorist approaches to nursing education are unable to do. In creating courses or learning experiences using nursing humanities, it is essential to attend to both content and pedagogical approach as being inseparable. Ignoring the former will produce no more than a pleasant chat, while ignoring the latter will result in mere "metaphor counting" or rote learning of "what the book, story, or poem means." Nurse educators have used literature to help illuminate health and illness issues in the past, but unfortunately, this has been viewed as an essentially marginal approach. While novels, stories, poems, and other literature can certainly be used in almost any nursing class, I believe that nursing humanities is such a rich seam of pedagogical and critical possibility that it merits development of specific courses and options within all of our nursing courses and programs.

Attitude of Health Personnel↗