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Memória e história da formação da Faculdade de Filosofia, Ciências e Letras de Marília (1957-1976)

Ruiz Castilho, Myrian Lucia
Fonte: Universidade Estadual Paulista (UNESP) Publicador: Universidade Estadual Paulista (UNESP)
Tipo: Tese de Doutorado Formato: 252 f. : il.
Português
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Pós-graduação em Educação - FFC; Este trabalho de pesquisa analisa o processo histórico da criação da Faculdade de Filosofia, Ciências e Letras de Marília nos limites temporais que se iniciam em 1957 quando ainda era um Instituto Isolado de Ensino Superior (IIES) junto com outros espalhados pelo interior do estado de São Paulo e findam em 1976. Nesse processo de expansão da educação de nível superior pelo interior paulista, convergiam fatores de ordem política, econômica e social vigentes no período, como também as mudanças trazidas pela nova conjuntura política instaurada no Brasil com o golpe militar de 1964 e a Reforma Universitária de 1968. Além da análise bibliográfica, fontes documentais, jornais, legislação e documentos oficiais, a pesquisa sustenta-se na interpretação de dados dos episódios selecionados da memória dos indivíduos participantes desta experiência, presentes nas entrevistas localizadas no CEDEM/UNESP. Os dados foram correlacionados a fim de evidenciar fragmentos da história dos Institutos Isolados de ensino superior no interior do estado de São Paulo, mais precisamente da Faculdade de Filosofia, Ciências e Letras de Marília. Com a criação da Faculdade de Filosofia, que tinha como proposta formar professores e pesquisadores unidos a uma tradição humanística...

Síndrome de Burnout em cirurgiões-dentistas com diferentes atuações profissionais

Zucolotto, Miriane; Jordani, Paula Cristina; Bonafé, Fernanda; Garcia, Patrícia Petromilli Nordi Sasso; Maroco, João; Campos, Juliana Alvares Duarte Bonini
Fonte: Universidade Estadual Paulista Publicador: Universidade Estadual Paulista
Tipo: Artigo de Revista Científica Formato: 62-72
Português
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP); Processo FAPESP: 2010/17018-1; Objective: To compare the mean scores of the three dimensions of Burnout (Exhaustion, Disengagement/cynicism and Professional efficacy) in dentists with different professional occupations. Method: The sample was composed by 284 undergraduate dental students, 70 dentistry faculty and 60 dentists working in the public health service. The Maslach Burnout Inventory (MBI) was used. Psychometric characteristics of the MBI in the different samples were tested. Mean scores were compared using Multivariate Analysis of Variance (MANOVA). Results: The MBI showed adequate reliability and validity in different samples. The students had a significantly higher mean score on exhaustion than the faculty and the dentists of the public service (p < 0.001). Faculty presented the lowest levels of disengagement/cynicism (p < 0.001). The professional efficacy of students was significantly lower than that of the faculty (p < 0.001). Conclusion: There are differences in the incidence of the Burnout Syndrome amongst students and dentistry professionals. This should be considered for future studies aiming to minimize the effects of the syndrome in dentists.; Objetivo: Comparar os valores médios de Exaustão...

Gerontology course in the nursing undergraduate curricula

AlSenany,Samira; AlSaif,Amer A.
Fonte: Universidade de São Paulo, Escola de Enfermagem Publicador: Universidade de São Paulo, Escola de Enfermagem
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/12/2014 Português
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Objective To explores nursing faculty members’ attitudes towards older people, their thoughts about gerontological nursing education. Method Five focus groups and a survey were used with nursing faculty members 132 at the three nursing schools to explore their attitudes towards the care of older people and the perceived status of gerontological nursing education. The survey was given to 132 faculty members, including 76 clinical instructors, 40 associate professors and 16 professors. The nursing faculty in general had a positive attitude toward older people (M=3.36, SD 0.25), and teachers’ attitudes were higher than those of their nursing students (M=3.18, SD0.29). Results This study results suggests that Saudi nursing curricula should include more extensive gerontology content and clinical experience with older people. Conclusion This is the first time in Saudi Arabia that research has listened to their voices and examined their commitments toward gerontology education.


Information-seeking behavior: a survey of health sciences faculty use of indexes and databases.

Curtis, K L; Weller, A C
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /10/1993 Português
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This study investigated information-seeking behavior, including use of major bibliographic tools by medical, pharmacy, nursing, and science faculty at the University of Illinois at Chicago. The study assessed the impact of availability of locally mounted databases, determined needs for modification of instructional programs, identified the need for promotional material, and established a baseline for subsequent studies. Results reflected a wide variation in the number and format of secondary services used by faculty. Over 70% of all faculty from the colleges of medicine, pharmacy, and nursing used Index Medicus or MEDLINE. There were statistically significant differences between colleges in their use of mediated and end-user searching of MEDLINE. Colleges exhibited significant differences in use of Current Contents, PsycLIT, ERIC, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Chemical Abstracts, and Science Citation Index. Statistically significant differences also were found among several clinical departments. The study concluded that, as new formats to bibliographic tools become available, traditional formats continue to be used; training sessions must be tailored to the audience; and the availability of local resources and their use by faculty needs to be understood.

Membership of the Royal College of General Practitioners by assessment: attitudes of members and non-members in one faculty area.

Baker, M; Pringle, M
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /08/1995 Português
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BACKGROUND: Fewer than half of the principals in general practice in the United Kingdom are members of the Royal College of General Practitioners. As the membership examination is closely linked to the endpoint of vocational training, a case can be made for another method of entry to the RCGP for established principals. Such a method could be membership by assessment. AIM: A study was undertaken to examine the attitudes of existing members and fellows of the RCGP to membership by assessment and to determine whether there was any demand from general practitioner principals who were not RCGP members to join by this route. METHOD: One questionnaire was sent to all RCGP members and fellows in the Vale of Trent faculty area and another questionnaire was sent to those principals in general practice in the Vale of Trent faculty area who were not RCGP members. RESULTS: In total, 396 (83%) of the 480 RCGP members and fellows responded, as did 543 (81%) of the 671 non-members in the faculty area. When asked if they were in favour of the concept of membership by assessment, 245 of the members and fellows replied yes (62%) and 138 replied no (35%). Of the non-members, 91 (17%) ahd previously been members of the RCGP; the main reason given by these general practitioners for relinquishing membership was that the annual subscription was too high (65% of 91 general practitioners). When the 451 general practitioners who had never been members were asked if they would be interested in joining the RCGP by an assessment method...

Using Relative Value Units to Measure Faculty Clinical Productivity

Albritton, T Andrew; Miller, Max D; Johnson, Maribeth H; Rahn, Daniel W
Fonte: Blackwell Science Inc Publicador: Blackwell Science Inc
Tipo: Artigo de Revista Científica
Publicado em /11/1997 Português
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The objective of this project was to compare faculty productivity in teaching and nonteaching clinical settings. We hypothesized that teaching activity would have no impact on productivity. A mixed model, repeated measures analysis of variance was used to analyze average relative value units (RVUs) billed and to test for differences between clinics. Data were drawn from 4,956 clinical encounters made within a student, resident, and faculty clinic. Average RVUs per visit were similar in the three settings. Resident supervision increased faculty productivity, while student supervision had no impact on billed RVUs. Thus, RVUs can be used as a measure of faculty clinical productivity in different settings in an academic medical center. Precepting students does not appear to affect clinical productivity.

Mentoring for women and underrepresented minority faculty and students: experience at two institutions of higher education.

Kosoko-Lasaki, Omofolasade; Sonnino, Roberta E.; Voytko, Mary Lou
Fonte: National Medical Association Publicador: National Medical Association
Tipo: Artigo de Revista Científica
Publicado em /09/2006 Português
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Women and minority faculty and students are seriously underrepresented in university and academic healthcare institutions. The role of mentoring has been identified as one of the significant factors in addressing this underrepresentation. We have described the mentoring efforts at two institutions of higher learning in assisting women and minority students and faculty in being accomplished in their academic pursuits. One-hundred-thirty students and >50 women and minority faculty have participated in the mentoring programs described. The number of participants has increased dramatically over the years and continues to evolve positively. These programs appear to be quite successful in the short term. Further evaluation of measurable outcomes will be necessary to fully determine their true impact. The mentoring models for women and underrepresented minority faculty and students at Creighton University Health Sciences Schools and Wake Forest University School of Medicine will serve as a guide for other Health Sciences Schools.

Building Interdisciplinary Research Models: A Didactic Course to Prepare Interdisciplinary Scholars and Faculty

Larson, Elaine L; Begg, Melissa D
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /02/2011 Português
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Many academicians assume that anyone can engage in interdisciplinary research, but it is clear that successful interdisciplinary efforts require mastery of specific competencies which can be learned and improved. This article describes the development and implementation of a course designed for Master’s, pre- and post-doctoral students and research faculty on models of interdisciplinary research skills, based on a set of core competencies. Major challenges included working through institutional structures which made it difficult to offer cross-school courses, and interpersonal challenges among a diverse group of students from a number of disciplines. Although universities may be poised for interdisciplinary research, strategies for faculty preparation and support are lacking. Institutions embracing the concept of team and interdisciplinary science must focus not only on the structural barriers and facilitators, but also on direct support to faculty. The didactic course described in this paper is one approach to enhance interdisciplinary research skills of scholars-in-training and faculty, and we recommend that similar efforts be widely implemented.

Factors for Increasing Adoption of E-Courses Among Dental and Dental Hygiene Faculty Members

DeBate, Rita D.; Cragun, Deborah; Severson, Herbert H.; Shaw, Tracy; Christiansen, Steve; Koerber, Anne; Tomar, Scott; Brown, Kelli McCormack; Tedesco, Lisa A.; Hendricson, William
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /05/2011 Português
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The incorporation of web-based learning into the dental curriculum has been consistently recommended in the literature on reform in dental education. There has been growing support for web-based learning in dental and dental hygiene education as demonstrated by deans’ identifying this as a planned curricular innovation. The purpose of our study was to explore characteristics of e-courses that may serve to increase adoption among dental and dental hygiene faculty members. Eight ninety-minute focus groups (three dental; five dental hygiene) were conducted with dental (n=27) and dental hygiene (n=23) faculty members from six academic institutions. The resulting data were analyzed to identify two overarching themes and associated subthemes with regard to benefits and barriers influencing adoption of e-courses. A working conceptual framework, based on the Diffusion of Innovations, was developed from these themes to understand the characteristics that may influence the rate of adoption of e-courses among dental and dental hygiene faculty members. Analysis of the data revealed four main adoption barriers: 1) low perceived relative advantage to faculty members; 2) low compatibility with current curriculum; 3) high perceived time commitment; and 4) complexity of e-course development. This exploratory assessment identifies leverage points for facilitating the adoption and sustainability of e-courses in dental and dental hygiene education.

Family-Faculty Trust As Measured with the ESSP

Bower, Heather A.; Bowen, Natasha K.; Powers, Joelle D.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 01/07/2011 Português
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The degree to which parents and teachers perceive they are working together in the best educational interests of children is a critical aspect of school culture. In previous work by Hoy, Tarter, and Woolfolk Hoy (2006), the phenomenon was named Faculty Trust and was measured with data from teachers. The current study builds upon Hoy et al.’s work by recommending that measures of Faculty Trust capture the important reciprocal nature of trust and cooperation between schools and families that is theoretically part of the original construct. Data collected from parents and teachers with the Elementary School Success Profile (ESSP) were used to test a broadened construct called Family-Faculty Trust. Confirmatory factor analyses (CFA) with Mplus indicated that items and composites on the ESSP could be used to measure a multidimensional Family-Faculty Trust construct. Implications for how school social workers can improve this aspect of school culture when total or subscale scores are found to be low are discussed.

Critical incidents in the teaching-learning process of a nursing course through the perception of students and faculty

Zani,Adriana Valongo; Nogueira,Maria Suely
Fonte: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo Publicador: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/10/2006 Português
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The teaching-learning process is complex and leaves many question marks, mainly when one thinks about quality. Therefore, this study aims at identifying factors that interfere positively or negatively in the teaching-learning process, through the perspective of students and faculty of the Nursing course at the Universidade Norte do Paraná- UNOPAR. This descriptive study with a qualitative approach was carried out through the critical incidents technique. Thirty-six faculty and 140 students participated. Data analysis revealed that the students mentioned 435 critical incidents related to the category faculty behavior, being 317 negative references and 118 positive. According to the faculty members' reports, the category interaction with the group produced 58 references, being 10 positive and 48 negative. An adequate teaching-learning process requires good faculty-student and student-student relationships, favoring good interaction and efficient learning.

Achieving a diverse faculty at RIT

Simone, Albert
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Speech Formato: 50734 bytes; application/pdf
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This conference is focused on achieving a breakthrough in the recruiting of faculty of African American, Latino American, and Native American (AALANA) ancestries. While we focus today on faculty, the campus continues to work hard on the recruiting of students and staff of diverse backgrounds. While we focus today on AALANA faculty, the campus remains committed to a broad definition of diversity which includes other racial and ethnic groups, gender, deaf and hard-of-hearing individuals, individuals with physical challenges, and individuals of various sexual orientations. Finally, note that a focus on faculty recruiting must also include a full discussion of the related issues of retention and of a supportive/encouraging environment and climate.; "Achieving a Diverse Faculty at RIT" At RIT, President Simone articulates his goal on why it is necessary that RIT have a thriving diverse campus. Held at the RIT Inn and Conference Center on RIT Diversity Day, 25 March 2002.

Faculty Institute on Teaching and Learning (FITL) Presentations 2003

Barker, Tom; Brown, Thomas; Buehler, Marianne; Conley, Pamela; Cox, John; DiLorenzo, Emilio; Herdklotz, Cheryl; Moran, Tom; Naturale, Joan; Schley, Sara; Stinson, M.; Ting, Simon; Yacci, Mike
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Conferência ou Objeto de Conferência Formato: 3657714 bytes; 291741 bytes; 1639040 bytes; 2016079 bytes; 399153 bytes; 18141 bytes; 41609 bytes; 1035660 bytes; 4303815 bytes; 413703 bytes; 334184 bytes; 489420 bytes; application/pdf; application/pdf; application/pdf; application/pdf; application/pdf;
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The May 2003 Faculty Institute on Teaching and Learning built upon the successful experiences of the previous years. In addition to sessions from external experts, Tom Brown of Tom Brown Associates, Steve Ehrmann of the Teaching, Learning, and Technology Group, and Joan Hoffman of Rochester's Strong Museum, a first-time solicitation for presentations resulted in more than 60 RIT faculty and staff sharing their expertise and experiences on teaching and learning through more than 35 workshops, panels and sessions. LaughingStock Comedy Company provided lunchtime entertainment. More than 200 faculty and staff registered for the event.; The Faculty Institutes continue to be sponsored by the Provost's Office illustrating a commitment to providing a collegial and welcoming environment where faculty, librarians, instructional support staff and administrators can learn about and share research, best practices, ideas, and strategies for teaching, learning, and advising.

XBRL in the accounting curriculum: A Survey of AIS faculty

Deshmukh, A.; Karim, Khondkar; Romine, Jeffrey; Rutledge, Robert
Fonte: Clute Institute for Academic Research Publicador: Clute Institute for Academic Research
Tipo: Artigo de Revista Científica
Português
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The purpose of this paper is to assess the challenges and opportunities associated with introducing XBRL (eXtensible Business Reporting Language) into the accounting curricula. XBRL is an electronic format for simplifying the flow of financial information between software programs. It is a complex, rapidly changing language that is multi-disciplinary in nature. This poses difficult pedagogical questions. The primary question is whether XBRL should be covered in the curriculum or not. If answered affirmatively, the issues related to which topics should be covered and to what extent become pertinent. The concurrent problems of faculty preparation and availability of instructional materials also need to be investigated. This paper uses a survey methodology to collect information from accounting information systems (AIS) faculty members nationwide regarding these questions. The results indicate that the faculty members are familiar with XBRL and consider it important for accounting students to study. This survey also identifies important topics in XBRL, and the relative importance of XBRL as compared to other popular AIS topics. The identified XBRL topics are not covered in depth in present accounting curricula. The responding faculty members indicated that lack of faculty preparation and lack of instructional materials are the main obstacles to introducing XBRL in the classroom. The paper concludes with the authors’ recommendations for improving the current state of XBRL education.

Critical incidents in the teaching-learning process of a nursing course through the perception of students and faculty; Incidentes críticos del proceso enseñanza-aprendizaje del curso de pregrado en enfermería según la percepción de alumnos y docentes; Incidentes críticos do processo ensino-aprendizagem do curso de graduação em enfermagem, segundo a percepção de alunos e docentes

Zani, Adriana Valongo; Nogueira, Maria Suely
Fonte: Universidade de São Paulo. Escola de Enfermagem de Ribeirão Preto Publicador: Universidade de São Paulo. Escola de Enfermagem de Ribeirão Preto
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf; application/pdf; application/pdf
Publicado em 01/10/2006 Português
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The teaching-learning process is complex and leaves many question marks, mainly when one thinks about quality. Therefore, this study aims at identifying factors that interfere positively or negatively in the teaching-learning process, through the perspective of students and faculty of the Nursing course at the Universidade Norte do Paraná- UNOPAR. This descriptive study with a qualitative approach was carried out through the critical incidents technique. Thirty-six faculty and 140 students participated. Data analysis revealed that the students mentioned 435 critical incidents related to the category faculty behavior, being 317 negative references and 118 positive. According to the faculty members' reports, the category interaction with the group produced 58 references, being 10 positive and 48 negative. An adequate teaching-learning process requires good faculty-student and student-student relationships, favoring good interaction and efficient learning.; El proceso de enseñanza-aprendizaje es complejo y presenta varias incógnitas, principalmente cuando se piensa en la calidad. Así, el objetivo de este estudio fue de identificar los factores que interfieren positiva o negativamente en el proceso de enseñanza-aprendizaje, según la visión de alumnos y profesores del curso de pregrado de Enfermería de la Universidad Norte del Paraná - UNOPAR. Fue llevado a cabo un estudio descriptivo con aproximación cualitativa...

The perception of faculty members from the nursing undergraduate program of a public federal university on the clinical - faculty nurses integration model; A percepção de docentes do curso de graduação em enfermagem e obstetrícia de uma universidade pública federal sobre a integração docente assistencial; La percepción de los docentes del curso de pre-grado en enfermería y obstetricia de una universidad pública del distrito federal sobre la integración docente asistencial

Shimizu, Helena Eri
Fonte: Universidade de São Paulo. Escola de Enfermagem de Ribeirão Preto Publicador: Universidade de São Paulo. Escola de Enfermagem de Ribeirão Preto
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 01/12/1999 Português
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Este estudo tem por objetivo explicitar a percepção de docentes do curso de graduação em Enfermagem de uma Universidade pública do Distrito Federal sobre a Integração Docente Assistencial (IDA). Para compreender a vivência das enfermeiras docentes, optou-se pela vertente metodológica da fenomenologia, segundo a modalidade da estrutura do fenômeno situado. Desvelou-se que: a IDA é um desafio a ser superado pelos enfermeiros docentes e assistenciais; a infra - estrutura adequada é imprescindível para a efetiva integração entre o ensino e a assistência e, finalmente que a IDA beneficiará ambas as instituições: ensino e assistência.; El presente estudio tiene por objetivo, explicar la percepción de los docentes del curso de graduación en enfermería y obstetricia de una universidad pública del Distrito Federal sobre la Integración Docente Asistencial (IDA). Para comprender la vivencia de los docentes, se optó por la vertiente metodológica de la fenomenología, según la modalidad de la estructura del fenómeno situado. Se desveló que: la IDA es un desafío a ser vivido por los enfermeros docentes y asistenciales; la infraestructura adecuada es imprescindible para la efectiva integración entre la docencia y la asistencia; la IDA beneficiará a las instituciones de docencia y asistencia.; The purpose of this study is to identify and analyse the perception of the faculty members from the nursing undergraduate program of a public federal university on the clinical - faculty nurses integration model. In order to understand the faculty's experiences...

PERCEPCIÓN DE DOCENTES SOBRE EL PROCESO DE APRENDIZAJE EN ADMINISTRACIÓN DE ENFERMERÍA; PERCEPTION OF TEACHERS ABOUT THE LEARNING PROCESS IN NURSING ADMINISTRATION; PERCEPÇÃO DE DOCENTES SOBRE O PROCESSO DE APRENDIZADO EM ADMINISTRAÇÃO DE ENFERMAGEM

Caveião, Cristiano; Zagonel, Ivete Palmira Sanson; Coelho, Izabel Cristina Meister; Peres, Aida Maris; Montezeli, Juliana Helena
Fonte: Universidade Federal do Paraná Publicador: Universidade Federal do Paraná
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; Formato: application/pdf; application/pdf
Publicado em 31/03/2015 Português
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Este estudio tuvo el objetivo de identificar el proceso de aprendizaje de Administración en Enfermería en el cotidiano de formación, en la perspectiva de docentes de esa disciplina. Estudio exploratorio descriptivo con abordaje cualitativo, realizado entre julio y setiembre de 2012, con docentes de cinco Instituciones de Enseñanza Superior, particulares, y seis públicas del sur de Brasil. El análisis de contenido de las entrevistas de 25 docentes resultó en dos categorías: proceso de aprendizaje en el cotidiano de formación de Administración en Enfermería y evaluación del proceso de aprendizaje de Administración en Enfermería. Los resultados apuntan que persisten currículos compartimentalizados, los cursos necesitan de diversificación de escenarios de práctica y formación docente específica, aparece la utilización de estrategias/metodologías activas. Son necesarias recomendaciones a las instituciones de enseñanza y a los docentes para mejorar acciones en el proceso de aprendizaje en Administración en Enfermería.; This study aimed to identify the Nursing Administration learning process in daily education from the perspective of faculty members teaching this subject. Exploratory and descriptive study with a qualitative approach...

Formación en educación de los docentes clínicos de medicina

Triviño,Ximena; Sirhan,Marisol; Moore,Philippa; Reyes,Carlos
Fonte: Sociedad Médica de Santiago Publicador: Sociedad Médica de Santiago
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/11/2009 Português
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Effective clinical teaching is an imperative of medical education. Clinical teachers and faculty development initiatives as well as Medical Schools, need to focus their efforts to pursue common outcomes: effective learning in students, future competent physicians and healthy patients. Excellence in quality of teaching needs scholars in education. To achieve this objective, institutions must recruit a core of medical faculty according to its mission, define the attributes and teaching competences, implement faculty development programs, and finally, support academic vitality. This article describes the three main issues of medical teaching: faculty, faculty development and its organization.

Barreras para la formación en docencia de los profesores de medicina: una aproximación cualitativa

Montero,Luz; Triviño,Ximena; Sirhan,Marisol; Moore,Philippa; Leiva,Loreto
Fonte: Sociedad Médica de Santiago Publicador: Sociedad Médica de Santiago
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2012 Português
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Background: Since 2000, the medical school of the Catholic University of Chile (EMUC) has offered courses for its faculty as part of a Diploma in Medical Education (DEM). However by 2009, 41% of faculty had never taken any courses. Aim: To explore the reasons why faculty choose not to participate in these courses. Material and Methods: Semi-structured interviews to seven faculty members, all of whom have an active role in teaching but who had not taken any DEM courses. The sampling was intentional and guided by theory. Based on Grounded theory, the data was analyzed using open, axial and selective coding. Results: Three categories emerged from the analysis. First, the characteristics of a "good teacher" and what it means to be a good teacher. Second, the current status of teaching. Third, the barriers to participate in courses of DEM. Non-attendance is multifactorial; teaching is seen as a natural skill that is difficult to be trained, teaching has a lower priority than other activities, and there are many barriers perceived for attendance. Conclusions: With these results we developed a model to explain the reasons why faculty choose not to participate in these courses. The lower value of teaching and the multiple roles that teachers have...

Leaving rates and reasons for leaving in an Engineering faculty in South Africa: A case study

Pocock,Jonathan
Fonte: South African Journal of Science Publicador: South African Journal of Science
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2012 Português
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This paper describes a case study undertaken at the Faculty of Engineering of the University of KwaZulu-Natal to determine the leaving rates from the faculty both by a cohort analysis (over the existence of the university from 2005 to 2010) and by a 1-year population balance over the whole faculty in 2009. Students who had left the faculty who could have continued were identified from the population balance and interviewed to determine the common reasons for leaving. The cohort analysis showed that from 2005 through to 2008, the leaving rate from first-year cohorts was reduced year on year (from over 22% to below 14%). This reduction coincided with stabilisation of the faculty after a merger process and increased academic support. In 2009, however, an increase in the proportion of first-year students who left (to over 17%) was identified, which may be linked to the entry of students who had taken the new National Senior Certificate in South African high schools. The population balance over the year 2009 showed an academic exclusion rate of approximately 6% of the total undergraduate student body, and, more significantly, an academic leaving rate of about 14% of the total student body. The exclusion rate remained fairly static across three semesters whilst voluntary leavers increased over the same period. An analysis and interviews with a sample of the students who left showed that financial reasons played a significant role in these rates...