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O desempenho docente no ensino superior: Uma análise dos fatores de qualidade; The lectures performance in higher education: an analysis of quality factors

Mazaro, Rita Eliana
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 15/04/2014 Português
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O objetivo desta tese é compreender a produção da qualidade quando aplicada no campo de atividade do professor universitário. A questão da qualidade é um dos desafios centrais da educação universitária no Brasil pelo caráter estratégico de seus resultados para a nação. Dessa educação emerge a capacidade das futuras gerações. A definição de qualidade é uma tarefa difícil dentro de quase todas as ciências sociais e muito mais difícil dentro do contexto da educação universitária que é frequentemente dividida por ideologias, tradições e critérios ontológicos. Esta tese produziu um resumo da literatura tentando responder a questão do que é qualidade no ensino superior quando aplicada ao desempenho do docente universitário. A literatura não apresenta consenso a essa questão, mas oferece cinco dimensões para a consideração do problema. O conceito do ensino superior, a gestão do professor, o comportamento do professor, o desenvolvimento e atualização do professor e as condições do trabalho constituem as fontes de ações para a produção de qualidade no desempenho rotineiro do professor. Este estudo foi complementado com uma investigação empírica dirigida para a identificação dos fatores que estão disponíveis e acessíveis aos coordenadores e professores da universidade e para contribuir para a produção da qualidade. Esta investigação empírica foi desenhada e realizada através da escala Q que é um método frequente nos estudos das teorias e ideologias que estão implícitas em papéis...

Total educational costs of an integrated nursing curriculum

Bobroff,Maria Cristina Cescatto; Gordan,Pedro A.; Garanhani,Mara Lúcia
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 01/02/2009 Português
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Innovative changes in undergraduate Nursing programs have brought about new methodologies and the need for cost evaluation. This study aims to develop a model for cost estimation, and to estimate educational costs of an integrated Nursing curriculum at a public university. This is a case study conducted in stages: model development, data collection, analysis and interpretation. The cost-construction model consisted of six steps: data collection; educational and support activity costs; four-year course educational costs; educational support costs; joint product costs and total educational costs. Findings showed a total educational cost per student/year US$ 3,788.82. Course team faculty included 97 members. The cost analysis in faculty contact hours is the most appropriate cost unit as it most consistently reflects faculty time devoted to teaching. The knowledge about educational costs provided information that may be useful for a different approach to the integrated curriculum management, with a view to putting its educational objectives in practice.

Rank and promotion of library faculty in a health sciences university.

Spencer, D A; Basler, T G; Coleman, T H; Willbanks, F L
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /07/1977 Português
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One method of determining faculty rank and promotion of library personnel in a health sciences university setting is presented. The focus is on appointment and promotion policies and procedures for librarians as faculty. The promotion document stresses (1) superior teaching, (2) outstanding service to the institution, (3) academic achievement, and (4) professional growth and development. Criteria for appointment and promotion to specific ranks are given. Detailed promotion procedures and a timetable are also included. This method of determining rank and promotion of library faculty is now in operation at the Medical College of Georgia.

Faculty Development Needs: Comparing Community-based and Hospital-based Internal Medicine Teachers

Houston, Thomas K; Ferenchick, Gary S; Clark, Jeanne M; Bowen, Judith L; Branch, William T; Alguire, Patrick; Esham, Richard H; Clayton, Charles P; Kern, David E
Fonte: Blackwell Science Inc Publicador: Blackwell Science Inc
Tipo: Artigo de Revista Científica
Publicado em /04/2004 Português
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We compared prior training in 4 areas (general teaching skills, teaching specific content areas, teaching by specific methods and in specific settings, and general professional skills) among community-based teachers based in private practices (N = 61) compared with those in community sites operated by teaching institutions (N = 64) and hospital-based faculty (N = 291), all of whom attended one of three national faculty development conferences. The prevalence of prior training was low. Hospital-based faculty reported the most prior training in all 4 categories, teaching hospital affiliated community-based teachers an intermediate amount, and private practice community-based teachers the least (all P < .05). This association remained after multivariable adjustment for age, gender, and amount of time spent in teaching and clinical activities. Preferences for future training reported frequently by the private practice community-based teachers included: time management (48%); teaching evidence-based medicine (46%); evaluation of learners (38%); giving feedback (39%); outpatient precepting (38%); and “teaching in the presence of the patient” (39%).

Planning for the information age: a survey of microcomputer use in a faculty of health sciences.

Haynes, R B; McKibbon, K A; Walker, C J
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 15/05/1987 Português
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Microcomputers can greatly enhance information processing by clinicians and improve the quality of health care. We surveyed 983 full- and part-time faculty members to assess the state of microcomputer use in the Faculty of Health Sciences at McMaster University, Hamilton, Ont. The ratio of faculty members to microcomputers was close to 1; however, 29% of the full-time and 52% of the part-time members who responded indicated that they did not use a computer. Among those who did, the range of applications was generally limited. There was no mention of more advanced uses such as diagnosis, treatment and patient records. Only about 30% of the respondents had taken a computer course, but all indicated a desire to take courses (on average, three of the seven listed in the questionnaire). Our results showed an extensive but unequal distribution of microcomputers and revealed the need for planning and education to put them to optimal use.

How Students and Faculty Interact With a Searchable Online Database of the Medical Curriculum

Wehbe, Firas H.; Spickard-III, Anderson
Fonte: American Medical Informatics Association Publicador: American Medical Informatics Association
Tipo: Artigo de Revista Científica
Publicado em //2005 Português
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Many medical schools currently provide electronic access to their medical curriculum. In order to better develop and evaluate online curricular databases, knowledge of the interaction of students and faculty with such systems is required. The KnowledeMap application provides a web interface for students, faculty and administrators to perform NLP-assisted searches for documents from the entire medical curriculum. The pilot implementation of KM in a first year anatomy course was evaluated. Data were collected from the web-server log files over two years, a paper survey at the end of the course, and structured interviews with students and faculty members. The data showed complete adoption of KM. Analysis of usage patterns showed that most of the students chose to browse for current course material rather than to search for related medical concepts in future courses. Analysis of the interviews identified key concepts relating to the students’ utilization of KM for their learning tasks. The impact of KM on medical pedagogy is discussed in light of our results.

Assessment of Unpublished Scholarly Activity: An Informal Rubric for Evaluating Faculty Performance

Ward, Robert W.
Fonte: Data Trace Publishing Company Publicador: Data Trace Publishing Company
Tipo: Artigo de Revista Científica
Publicado em //2008 Português
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Some forms of scholarly productivity, such as peer-reviewed publications, are easily recognized and incorporated into processes involving evaluation, retention, and promotion of faculty. A method for initiating peer review of unpublished scholarly activity may serve to permit recognition of such work in faculty evaluation. This article shares an instrument for the peer review of unpublished scholarship, such as scholarship of integration or teaching. A nonquantitative rubric for the evaluation of scholarly activity was developed, based on previously proposed standards from the Carnegie Foundation for the Advancement of Teaching. Such a process for forms of scholarly productivity other than publication provides potential for intellectual growth and development for both reviewers and reviewed faculty

Cultural evolution: implications for understanding the human language faculty and its evolution

Smith, Kenny; Kirby, Simon
Fonte: The Royal Society Publicador: The Royal Society
Tipo: Artigo de Revista Científica
Português
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Human language is unique among the communication systems of the natural world: it is socially learned and, as a consequence of its recursively compositional structure, offers open-ended communicative potential. The structure of this communication system can be explained as a consequence of the evolution of the human biological capacity for language or the cultural evolution of language itself. We argue, supported by a formal model, that an explanatory account that involves some role for cultural evolution has profound implications for our understanding of the biological evolution of the language faculty: under a number of reasonable scenarios, cultural evolution can shield the language faculty from selection, such that strongly constraining language-specific learning biases are unlikely to evolve. We therefore argue that language is best seen as a consequence of cultural evolution in populations with a weak and/or domain-general language faculty.

Are Nursing Faculty Ready to Integrate Genomic Content into Curricula?

Jenkins, Jean; Calzone, Kathleen A.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /01/2012 Português
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Genomics is an emerging field with newly developed expectations for all healthcare professionals. Nursing faculty are critical to preparing the future nursing workforce in genomics but faculty knowledge, receptivity and interest in learning more about this subject was an unknown. The authors discuss the process used to assess nursing faculty’s readiness to change as a way to substantiate the need for faculty training.

Reliability and Credibility of Progress Test Criteria Developed by Alumni, Faculty, and Mixed Alumni-Faculty Judge Panels

Anderson, H. Glenn; Nelson, Arthur A.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 15/12/2011 Português
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Objective. To compare the reliability and credibility of Angoff-based, absolute criteria derived by faculty, alumni, and a combination of alumni and faculty judge panels.

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.
Fonte: Faculty for Undergraduate Neuroscience Publicador: Faculty for Undergraduate Neuroscience
Tipo: Artigo de Revista Científica
Publicado em 15/06/2009 Português
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Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore...

Incorporating Scientific Publishing into an Undergraduate Neuroscience Course: A Case Study Using IMPULSE

Jones, Leslie Sargent; Allen, Laura; Cronise, Kim; Juneja, Natasha; Kohn, Rebecca; McClellan, Katherine; Miller, Ashley; Nazir, Azka; Patel, Andy; Sweitzer, Sarah M.; Vickery, Erin; Walton, Anna; Young, Robert
Fonte: Faculty for Undergraduate Neuroscience Publicador: Faculty for Undergraduate Neuroscience
Tipo: Artigo de Revista Científica
Publicado em 15/03/2011 Português
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The journal IMPULSE offers undergraduates worldwide the opportunity to publish research and serve as peer reviewers for the submissions of others. Undergraduate faculty have recognized the journal’s value in engaging students working in their labs in the publication process. However, integration of scientific publication into an undergraduate laboratory classroom setting has been lacking. We report here on a course at Ursinus College where 20 students taking Molecular Neurobiology were required to submit manuscripts to IMPULSE. The syllabus allowed for the laboratory research to coincide with the background research and writing of the manuscript. Students completed their projects on the impact of drugs on the Daphnia magna nervous system while producing manuscripts ready for submission by week 7 of the course. Findings from a survey completed by the students and perceptions of the faculty member teaching the course indicated that students spent much more time writing, were more focused on completing the assays, completed the assays with larger data sets, were more engaged in learning the scientific concepts and were more thorough with their revisions of the paper knowing that it might be published. Further, the professor found she was more thorough in critiquing students’ papers knowing they would be externally reviewed. Incorporating journal submission into the course stimulated an in depth writing experience and allowed for a deeper exploration of the topic than students would have experienced otherwise. This case study provides evidence that IMPULSE can be successfully used as a means of incorporating scientific publication into an undergraduate laboratory science course. This approach to teaching undergraduate neuroscience allows for a larger number of students to have hands-on research and scientific publishing experience than would be possible with the current model of a few students in a faculty member’s laboratory. This report illustrates that IMPULSE can be incorporated as an integral part of an academic curriculum with positive outcomes on student engagement and performance.

The Intentional Mentor: Effective Mentorship of Undergraduate Science Students

Ramirez, Julio J.
Fonte: Faculty for Undergraduate Neuroscience Publicador: Faculty for Undergraduate Neuroscience
Tipo: Artigo de Revista Científica
Publicado em 15/10/2012 Português
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Promoting quality mentorship of undergraduate science students has recently emerged as an important strategy for successfully recruiting and retaining students in the sciences. Although numerous faculty members are naturally gifted mentors, most faculty are inserted into a mentorship role with little, if any, training. Successfully mentoring undergraduate science students requires a myriad of skills that can be honed with forethought and practice. In this essay, the value of mentoring, the developmental profile of young adult students, and the traits of a good mentor are explored. The Triangular Model proposed by W. Brad Johnson provides a theoretical framework for the development of effective mentorship. Fifteen tips gleaned from the literature and the author’s personal experience are provided to help improve mentoring skills of faculty working with undergraduate science students.

The Influence of Faculty Mentors on Junior Pharmacy Faculty Members’ Career Decisions

Hagemeier, Nicholas E.; Murawski, Matthew M.; Popovich, Nicholas G.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 12/04/2013 Português
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Objective. To assess junior faculty members’ perceptions regarding the impact of past faculty-mentoring relationships in their career decisions, including the decision to pursue postgraduate training and ultimately an academic career.

Teaching Neuroscience at a Religious Institution: Pedagogical Models for Handling Neuroscience and Theology

Struthers, William M.
Fonte: Faculty for Undergraduate Neuroscience Publicador: Faculty for Undergraduate Neuroscience
Tipo: Artigo de Revista Científica
Publicado em 15/06/2003 Português
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The interdisciplinary nature of neuroscience makes it one of the most fascinating and complex subjects to address in the classroom. This can be compounded, however, by the addition of theology or a faith-related context at a religious institution (RI). The addition of theology and faith can enrich student appreciation and understanding of neuroscience and stimulate discussion in the classroom. This provides a practical way to make the course content relevant to students who may see neuroscience as antagonistic towards their faith. Over the past century questions of human experience and personhood that were long held to be under the authority of religion now can be addressed from findings in neuroscience. While there has been debate on a variety of topics which range from positions on origins to ethical questions about the nature of research (i.e. stem cells, cloning), it is important that teaching faculty at RIs be prepared to deal with the hard questions faced by students of faith. Recommendations for faculty are given including: self assessment of personal position on matters of faith and science, framing a number of models for the integration of neuroscience and theology, ‘Worldviews’, and mentoring students who are struggling with reconciling their faith with neuroscience. While this paper is designed for teachers at RIs...

Faculty and student perceptions of academic counselling services at an academic health science center

Gaughf, Natalie White; Smith, Penni L.; Williams, Dara A.
Fonte: Bohn Stafleu van Loghum Publicador: Bohn Stafleu van Loghum
Tipo: Artigo de Revista Científica
Português
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There are limited data on support services that facilitate students’ academic success at academic health science centres. The authors explored faculty and students’ perceptions of available academic counselling services (ACS) at an academic health science centre in the Southeastern United States. Participants were surveyed in May and June of 2011 regarding the ACS available at the institution. Fifty-nine percent of faculty respondents (N = 471) agreed that academic counselling was a necessary part of the institution, but only 26 % reported knowledge of how to refer students for academic counselling. Only 18 % stated they had previously referred a student for services. Fifty-four percent of student respondents (N = 360) agreed that academic counselling was a necessary part of the institution and 60 % stated that they would seek these services if needed. However, only 35 % of students reported that they were aware of how to access the services. These findings suggest a discrepancy between the belief that academic support services have value and their knowledge about how to utilize the services. It is recommended that academic health science centres consider the promotion of available academic support services amongst both faculty and students when designing and implementing programmes to reduce this potential obstacle to service utilization.

Evaluation of an E-Learning Distance Education System in the Graduate School of Medical Sciences of Tottori University

Houri, Daisuke; Watanabe, Tatsuo; Hayashi, Kazuhiko; Kurozawa, Youichi
Fonte: Tottori University Faculty of Medicine Publicador: Tottori University Faculty of Medicine
Tipo: Artigo de Revista Científica
Português
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Three years have passed since the introduction of a new e-learning system as part of the graduate study program in the Faculty of Medicine of Tottori University. To improve this system, a survey was conducted among graduate students and faculty members to evaluate it. The subjects of the study were 138 graduate students (in the doctoral programs in Medical Science, 1st- and 2nd-term doctoral programs in Life Science, 1st- and 2nd-term doctoral programs in the Institute of Regenerative Medicine and Biofunction, and Clinical Psychology) as well as 108 faculty of the Graduate School of Medical Sciences of Tottori University. Graduate students reported that the e-learning education system is adequate and that they are satisfied to an above average level. The reasons for dissatisfaction with the system were roughly divided into 3 categories: “contents”, “system” and “student reports”. This e-learning system is still at an early stage of development, but we are pushing forward to improve this in anticipation of increasing the use of web learning modalities in the future.

Evidence-based practice instruction by faculty members and librarians in North American optometry and ophthalmology programs

MacDonald, Katherine A.; Hrynchak, Patricia K.; Spafford, Marlee M.
Fonte: Medical Library Association Publicador: Medical Library Association
Tipo: Artigo de Revista Científica
Publicado em /07/2014 Português
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North American optometry and ophthalmology faculty members and vision science librarians were surveyed online (14% response rate) about teaching evidence-based practice (EBP). Similar to studies of other health care programs, all five EBP steps (Ask, Acquire, Appraise, Apply, Assess) were taught to varying degrees. Optometry and ophthalmology EBP educators may want to place further emphasis on (1) the Apply and Assess steps, (2) faculty- and student-generated questions and self-assessment in clinical settings, (3) online teaching strategies, (4) programmatic integration of EBP learning objectives, and (5) collaboration between faculty members and librarians.

A Faculty Toolkit for Formative Assessment in Pharmacy Education

DiVall, Margarita V.; Alston, Greg L.; Bird, Eleanora; Buring, Shauna M.; Kelley, Katherine A.; Murphy, Nanci L.; Schlesselman, Lauren S.; Stowe, Cindy D.; Szilagyi, Julianna E.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 15/11/2014 Português
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This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student’s ability to demonstrate achievement of educational outcomes and a faculty member’s ability to become an effective educator.

The Faculty Self-Reported Assessment Survey (FRAS): Differentiating Faculty Knowledge and Experience in Assessment

Hanauer, David I.; Bauerle, Cynthia
Fonte: American Society for Cell Biology Publicador: American Society for Cell Biology
Tipo: Artigo de Revista Científica
Publicado em 01/06/2015 Português
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The Faculty Self-Reported Assessment Survey, or FRAS, is an easy to use, reliable, and validated instrument for evaluating and differentiating levels of science faculty assessment knowledge and experience.