scholarly journals “Probing in the complexities of the integrated undergraduate medical curriculum”: A qualitative exploratory study

2021 ◽  
Author(s):  
Neelofar Shaheen ◽  
Rehan Ahmed Khan ◽  
Rahila Yasmeen ◽  
Muhammad Tanveer Sajid
Keyword(s):  
Paradigm Shift ◽  
Exploratory Study ◽  
Curriculum Integration ◽  
Medical Curriculum ◽  
Curriculum Planning ◽  
Faculty Members ◽  
Structured Interviews ◽  
Medical College ◽  
Complex Process ◽  
Process Method

Objectives: To explore the perceptions of the faculty regarding the level of curriculum integration and their interpretation of the integration ladder in achieving the complex process. Method: The qualitative exploratory study was conducted at Islamic International Medical College Islamabad, University College of Medicine and Dentistry Lahore  and Rehman Medical College Peshawar, from March to August 2018. The participants were the faculty members involved in the designing and implementation of the integrated curriculum in these institutes. The semi-structured interviews were audio-recorded, transcribed and analysed using Braun and Clarke’s thematic content analysis. Results: Of the 18 faculty members, 6 (33.3%) belonged to each of the three institutions. Four themes identified were: curriculum planning, an uphill task; dream versus ground reality; moving up and down the ladder; and teamwork in the paradigm shift. There were different perceptions of the level of integration among faculty members within the same institute. The level of integration ranged from 5-9 in different phases of the curriculum. The processes included all the teamwork steered by the departments of medical education. Conclusion: Although Harden’s integration ladder is a useful tool, curriculum integration is an inherently inconsistent and complex process that does not follow a simple hierarchical continuum of integration and requires a teamwork. Identifying the patterns of integration in different phases of the curriculum might be more practical than just determining a single level of integration in the whole curriculum. Key Words: Curriculum, Integration, Faculty, Pakistan.

scholarly journals Unprofessional behaviour of GP residents and its remediation: a qualitative study among supervisors and faculty

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Pieter C. Barnhoorn ◽  
Vera Nierkens ◽  
Marianne C. Mak-van der Vossen ◽  
Mattijs E. Numans ◽  
Walther N. K. A. van Mook ◽  
...  
Keyword(s):  
Focus Group ◽  
Health Professionals ◽  
Exploratory Study ◽  
Faculty Members ◽  
Structured Interviews ◽  
Negative Effects ◽  
Focus Group Interviews ◽  
Unprofessional Behaviour ◽  
Group Interviews ◽  
Gp Training

Abstract Background Lapses in professionalism have profound negative effects on patients, health professionals, and society. The connection between unprofessional behaviour during training and later practice requires timely identification and remediation. However, appropriate language to describe unprofessional behaviour and its remediation during residency is lacking. Therefore, this exploratory study aims to investigate which behaviours of GP residents are considered unprofessional according to supervisors and faculty, and how remediation is applied. Methods We conducted eight semi-structured focus group interviews with 55 broadly selected supervisors from four Dutch GP training institutes. In addition, we conducted individual semi-structured interviews with eight designated professionalism faculty members. Interview recordings were transcribed verbatim. Data were coded in two consecutive steps: preliminary inductive coding was followed by secondary deductive coding using the descriptors from the recently developed ‘Four I’s’ model for describing unprofessional behaviours as sensitising concepts. Results Despite the differences in participants’ professional positions, we identified a shared conceptualisation in pinpointing and assessing unprofessional behaviour. Both groups described multiple unprofessional behaviours, which could be successfully mapped to the descriptors and categories of the Four I’s model. Behaviours in the categories ‘Involvement’ and ‘Interaction’ were assessed as mild and received informal, pedagogical feedback. Behaviours in the categories ‘Introspection’ and ‘Integrity’, were seen as very alarming and received strict remediation. We identified two new groups of behaviours; ‘Nervous exhaustion complaints’ and ‘Nine-to-five mentality’, needing to be added to the Four I’s model. The diagnostic phase of unprofessional behaviour usually started with the supervisor getting a ‘sense of alarm’, which was described as either a ‘gut feeling’, ‘a loss of enthusiasm for teaching’ or ‘fuss surrounding the resident’. This sense of alarm triggered the remediation phase. However, the diagnostic and remediation phases did not appear consecutive or distinct, but rather intertwined. Conclusions The processes of identification and remediation of unprofessional behaviour in residents appeared to be intertwined. Identification of behaviours related to lack of introspection or integrity were perceived as the most important to remediate. The results of this research provide supervisors and faculty with an appropriate language to describe unprofessional behaviours among residents, which can facilitate timely identification and remediation.

Community-based medical education in action: primary care physicians’ perceptions

2017 ◽  
Vol 5 (2) ◽  
pp. 245 ◽  
Author(s):  
Afsaneh Yakhforoshha ◽  
Dr. Sonia Oveisi ◽  
Dr. Ramin Sarchami ◽  
Dr. Behrooze Mahmoodi-Bakhtiari
Keyword(s):  
Medical Education ◽  
Primary Care Physicians ◽  
Medical Curriculum ◽  
Medical Science ◽  
Curriculum Planning ◽  
Inductive Method ◽  
Coding System ◽  
Structured Interviews ◽  
Community Based ◽  
Curriculum Renewal

Introduction and objectives: During the last decade, in response to wide ranging changes in healthcare systems and physicians' roles, the medical curriculum has undergone some modification. To achieve high quality education, 2 strategies are suggested: (1) Community-based medical education and (2) Community-oriented medical education. During the process of curriculum planning, the planners need to identify the potential areas for improvement and to guarantee the quality of instruction. This study aimed to determine the viewpoints of medical graduates from Qazvin University of Medical Science (QUMS), Tehran, on community medicine internship and clerkship programs (CMICP) in order to assist better decision-making by policymakers.Methods: In this qualitative study, the conventional content analysis approach was employed. Data were gathered from 20 primary practitioners of QUMS through individual semi-structured interviews and focus group discussions (FGD) which were continued until data saturation occured. The interviews were transcribed and analyzed immediately after the interviews. To analyze the data, one note was employed and to analyze the qualitative data, inductive method was used. The unit of analysis was selected and labeled using an open coding system. Then, the similar open codes were categorized in subthemes and finally the subthemes were organized into the main themes. Findings: The results of data analysis identified 4 main themes including: planned curriculum, delivered curriculum, hidden curriculum and curriculum evaluation.Conclusion: Many graduates suggest that, in addition to curriculum renewal, curriculum planners should identify mediated factors in CMICP to prepare graduates to practise in healthcare settings.  

A Qualitative Exploratory Study to Elucidate The Impact of Integration on Pre-Clinical Disciplines Compared to Disciplines-Based Curriculum

2021 ◽  
Vol 15 (10) ◽  
pp. 3307-3315
Author(s):  
Syed Hussain Raza Zaidi ◽  
Rahila Yasmeen ◽  
Rehan Ahmed Khan ◽  
Mahwish Arooj ◽  
Sara Mukhtar
Keyword(s):  
Thematic Analysis ◽  
Exploratory Study ◽  
Integrated Curriculum ◽  
Medical Curriculum ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Teaching Learning ◽  
Integrated Assessments ◽  
The University ◽  
The Impact

Introduction: While most of the institution in our country follow the Flexnerian model of medical education, only a handful of medical colleges have embraced the integrated medical curriculum. Literature on impact of integration on the preclinical disciplines is sparse. This study aims to elucidate the impact of integration on the preclinical disciplines, their content, teaching, learning, and assessment. Methods: This qualitative exploratory study was conducted at the University College of Medicine and Dentistry from July to September 2020. Twenty-one semi-structured interviews were conducted with the faculty members from pre-clinical disciplines (Physiology, Anatomy, Biochemistry, Pharmacology, Pathology, Forensic Medicine & Community Medicine). The data was recorded, transcribed, coded and thematic analysis was done by using Atlas Ti version 7. Results: The thematic analysis of the transcripts resulted in twenty subthemes, from which five themes emerged. The study revealed that the faculty of preclinical disciplines perceived that departmental identity has been compromised since the switch to integrated medical curriculum. But, the relationships, both intradepartmental and interdepartmental of preclinical disciplines have improved significantly. Moreover, the number and depth of topics has also been affected. But the students learning approach was of major concern for the respondents. The student’s performance in the assessments was affected due to their learning approaches. Even though the number of assessments were deemed adequate, the depth of assessments had been negatively affected as a result of integrated assessments. Conclusion: Integrated curriculum has profound impact on pre-clinical disciplines. Any institution that wishes to introduce a modular integrated curriculum should take into account the findings reported in this study. Keywords: preclinical disciplines, organ system-based curriculum, impact of integration, faculty perspective, exploratory study

scholarly journals Taking care of the newborn dying and their families: Nurses' experiences of neonatal intensive care

2016 ◽  
Vol 50 (spe) ◽  
pp. 122-129 ◽  
Author(s):  
Fabiane de Amorim Almeida ◽  
Mariana Salim de Moraes ◽  
Mariana Lucas da Rocha Cunha
Keyword(s):  
Intensive Care ◽  
Exploratory Study ◽  
Neonatal Intensive Care ◽  
Sao Paulo ◽  
Qualitative Approach ◽  
São Paulo ◽  
Structured Interviews ◽  
Grieving Process ◽  
Process Method ◽  
Taking Care

Objective To understand the experiences of nurses when caring for dying newborns and their families in the NICU; and redeem their perceptions about acting before the death and grieving process. Method A descriptive exploratory study with a qualitative approach, developed with nine nurses at the ICU of a hospital in São Paulo (SP), Brazil. Data was collected through semi-structured interviews and analyzed using the Collective Subject Discourse (CSD). Results Caring for newborns who are dying and their families is very difficult for nurses, due to the intense involvement. They seek strategies to deal with the situation and, before the newborn’s death, despite the suffering, express the feeling of accomplishment. Conclusions Facing death and grief triggers mechanisms that emerge life references, coming across painful issues. Learning to deal with these questions is a daily challenge for nurses of the NICU.

scholarly journals Vivências e estratégias de uma organização de procura de órgãos

2018 ◽  
Vol 12 (4) ◽  
pp. 857
Author(s):  
Joana D'arc Alves de Andrade ◽  
Adriana Coelho de Brito ◽  
Gerlene Grudka Lira ◽  
Flávia Emília Cavalcante Valença Fernandes ◽  
Rosana Alves de Melo
Keyword(s):  
Health Professionals ◽  
Exploratory Study ◽  
Organ Procurement ◽  
Tissue And Organ Procurement ◽  
Structured Interviews ◽  
Analysis Technique ◽  
Donation Process ◽  
Qualitative Descriptive ◽  
Early Family ◽  
Process Method

RESUMOObjetivo: conhecer as vivências e estratégias utilizadas pelos profissionais de uma Organização de Procura de Órgãos na efetividade do processo de doação. Método: estudo qualitativo, descritivo-exploratório, com sete profissionais de saúde, a partir de entrevistas individuais semiestruturadas analisadas pela técnica de Análise de Conteúdo. Resultados: após a análise das entrevistas, emergiram três categorias: Acolhimento familiar precoce como facilitador na tomada de decisão; Desmistificação do processo de doação de órgãos por meio da educação e Desafios enfrentados no processo de doação. Conclusão: as vivências da equipe apontaram fragilidades no processo de doação no início da implantação. Porém, com as estratégias utilizadas, ocorreram mudanças no cenário desta OPO demonstradas pelo aumento significativo no número de doações. Descritores: Obtenção de Tecidos e Órgãos; Transplante; Morte Encefálica; Estratégias; Profissional de Saúde; Acolhimento.ABSTRACT Objective: to get to know the experiences and strategies used by the professionals of an Organ Procurement Organization in the effectiveness of the donation process. Method: qualitative, descriptive-exploratory study with seven health professionals, from individual semi-structured interviews analyzed by the Content Analysis technique. Results: after analyzing the interviews, three categories emerged: Early family shelter as a facilitator in decision making; Demystification of the organ donation process through education and challenges faced in the donation process. Conclusion: the experiences of the team indicated weaknesses in the donation process at the beginning of the implantation. However, with the strategies used, there were changes in the scenario of this OPO demonstrated by the significant increase in the number of donations. Descriptors: Tissue and organ procurement; Graft rejection; Brain death; Strategies; Health Personal; User Embracement.RESUMENObjetivo: conocer las vivencias y estrategias utilizadas por los profesionales de una Organización de Búsqueda de Órganos en la efectividad del proceso de donación. Método: estudio cualitativo, descriptivo-exploratorio, con siete profesionales de salud, a partir de entrevistas individuales semiestructuradas analizadas por la técnica de Análisis de Contenido. Resultados: después del análisis de las entrevistas, surgieron tres categorías: Acogida familiar precoz como facilitador en la toma de decisión, Desmitificación del proceso de donación de órganos por medio de la educación y Desafíos enfrentados en el proceso de donación. Conclusión: las vivencias del equipo apuntaron fragilidades en el proceso de donación al inicio de la implantación. Pero, con las estrategias utilizadas ocurrieron cambios en el escenario de esta OPO, demostradas por el aumento significativo en el número de donaciones. Descriptores: Obtención de tejidos y órganos; Rechazo de Injerto; Muerte encefálica; Estrategias; Personal de Salud; Acogimiento.

scholarly journals Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members

2021 ◽  
Vol 13 (9) ◽  
pp. 4755
Author(s):  
Víctor H. Perera ◽  
Anabel Moriña ◽  
Nieves Sánchez-Díaz ◽  
Yolanda Spinola-Elias
Keyword(s):  
Students With Disabilities ◽  
Virtual Environments ◽  
Faculty Members ◽  
University Teaching ◽  
Structured Interviews ◽  
Face To Face ◽  
Good Account ◽  
Inclusive Learning ◽  
Spanish Public Universities ◽  
Technological Platforms

Currently, the development of new virtual environments as a complementary tool to face-to-face teaching and the increased presence of students with disabilities at university classrooms are changing the landscape of university teaching. This article analyses the actions of faculty members who carry out inclusive practices in the context of technological platforms. The research was based on the assumptions of the qualitative paradigm, using individual semi-structured interviews with 119 faculty members from 10 Spanish public universities. The results show the reasons for inclusive learning with technological platforms, the use that faculty members make of these platforms in their inclusive educational practices, and the influence of these on the learning of students, especially students with disabilities. The conclusions give a good account of the conditions that determine the pedagogical use that faculty members make of virtual environments to facilitate the inclusion of students.

Building a digital marketing internship program for technology-based start-ups: an exploratory study of student experiences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
G. Russell Merz ◽  
Jamie Ward ◽  
Sufian Qrunfleh ◽  
Bud Gibson
Keyword(s):  
Factor Analysis ◽  
Language Processing ◽  
Exploratory Study ◽  
Study Data ◽  
Student Experiences ◽  
Structured Interviews ◽  
Content Type ◽  
Student Interns ◽  
Internship Programs ◽  
Blog Posts

PurposeThe purpose of this paper is to describe the role and characteristics of the summer internship program (Digital Summer Clinic) delivered by Eastern Michigan University. The authors report the results of an exploratory study of interns participating in the Digital Summer Clinic over a five-year time period. The study captures and analyzes the experiences of interns as expressed in structured interviews and blog posts.Design/methodology/approachThe study data were text from structured interviews and blog posts capturing the “voice” of the interns. A natural language processing (NLP) analysis of the text corpus, consisting of 43 interviews and blog posts, resulted in the identification of 242 unique stem-terms used by interns in describing the internship experiences. The authors used the JMP Pro 15.2 Text Explorer algorithm (It is defined as a suite of computer programs for statistical analysis developed by the JMP business unit of SAS Institute) to extract the terms that were subsequently transformed and analyzed with factor analysis and regression to address the research questions.FindingsThe factor analysis results found six dimensions or themes, defined by the stem-terms used by student interns, best described the internship experience. The authors then explored the relationship between the six themes and the umbrella term “internship” with multiple regression analysis. The regression findings suggest a hierarchy of effects with the theme “Introducing Professional Opportunities” being the theme most predictive of the umbrella term.Originality/valueThe methodology used within the paper is unique in several ways when compared to other research investigating internship programs. First, it uses NLP analysis for the qualitative analysis of text-based descriptions of student experiences over a five-year time horizon. Second, the data analysis uses transformed text to quantitatively determine the major dimensions or themes expressed by the interns about their experiences in the Summer Clinic program. Finally, the relative importance of the themes identified provided direction for future program development.

scholarly journals From teaching literacy to teaching numeracy: How numeracy teacher’s previous experiences shape their teaching beliefs

1970 ◽  
Vol 23 (1) ◽  
pp. 20-49 ◽  
Author(s):  
Sonja Beeli-Zimmermann
Keyword(s):  
Adult Education ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Teaching Beliefs ◽  
Structured Interviews ◽  
Mathematical Beliefs ◽  
Mathematical Belief

Beliefs guide teachers’ actions in the classroom and thereby influence what students learn. While this insight has led to numerous studies, particularly in the area of mathematical beliefs, it has been neglected in the growing field of numeracy teaching and learning within adult education. This exploratory study presents five illustrative cases of Swiss adult education teachers and traces their experiences, both as students and teachers. Based on data mainly collected in semi-structured interviews, the author argues that this study supports existing evidence from mathematical belief research in other sectors of education, pointing to the relevance of practice-based experiences for the change of beliefs.

scholarly journals Maximising health literacy and client recall of clinical information: An exploratory study of clients and speech-language pathologists

2010 ◽  
Vol 57 (1) ◽  
Author(s):  
Friderike Schmidt Von Wûhlisch ◽  
Michelle Pascoe
Keyword(s):  
Health Literacy ◽  
Exploratory Study ◽  
Cleft Lip ◽  
Treatment Effectiveness ◽  
Clinical Information ◽  
High Tech ◽  
Structured Interviews ◽  
Speech Language Pathologists ◽  
Need To Evaluate ◽  
Language Pathology

Limited research has been carried out in the field of speech-language pathology with regard to ways of maximising health literacy and client recall. However, speech-language pathologists (SLPs) frequently provide vast amounts of information that clients need to understand, apply and review in order to manage their (or their child’s) health. This exploratory study aimed to contribute information about ways in which SLPs can overcome low health literacy and poor client recall so that treatment effectiveness is improved. A case-study design was used with specific focus on four clients receiving treatment for dysphagia, voice disorders (including laryngectomies) and cleft lip and/or palate management in Cape Town. Strategies which may be able to maximise health literacy and client recall of clinical information were trialled and evaluated by clients and their SLPs, using semi-structured interviews. The researchers proposed a combination of high-tech strategies which assisted in all the cases. No single solution or universal tool was found that would be appropriate for all. There is a need to evaluate the long-term effectiveness of the combined strategies across a wider population, at different stages of rehabilitation and in diverse contexts. Implications and suggestions for future related research are presented.

scholarly journals Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective

2020 ◽  
Vol 12 (14) ◽  
pp. 5568 ◽  
Author(s):  
Thomas K.F. Chiu ◽  
Ching-sing Chai
Keyword(s):  
Artificial Intelligence ◽  
Curriculum Design ◽  
Teaching Experience ◽  
Self Determination Theory ◽  
Curriculum Planning ◽  
Self Determination ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Intelligence Education ◽  
K 12

The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.

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