자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

Out of the Crisis

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

Residents play an important role in teaching and they consider teaching medical students as one of their primary responsibilities. Teaching is, however, limited due to lack of teaching skills and the time constraints involved in preparing and conducting teaching. Eighteen residents involved in teaching medical students and who took part in an initial study on teaching were interviewed on the perceived benefits of teaching and the role of residents in the teaching process. They also provided recommendations on how a training programme for residents could be created. The findings showed that enthusiasm and enjoying teaching were qualities of good teachers. Lack of time and support from attending staff were factors that contributed considerably to poor quality of teaching. There was a need for basic teaching skills and the recommendations provided included literature on teaching, training workshops, constructive evaluation and feedback and interactive sessions with experts.

How residents perceive their teaching role in the clinical setting: a qualitative study.

Studies have shown that medical students experience the transition between preclinical and clinical training as a stressful period. They are generally frustrated by their inability to apply their knowledge to solve clinical problems in practice. Preclinical patient contacts may offer a solution to this 'shock of practice.' We studied how students who have had preclinical patient contacts perceive the transition from preclinical to clinical training and, more specifically, how they value these early patient contacts as preparation for learning in clinical practice. A purposive sample of 21 students participated in three focus groups which met twice during their first weeks of clinical clerkships. The interviews were recorded and transcribed literally. Qualitative content analysis of the transcriptions was performed. According to the students, working in clinical practice was enjoyable, motivated them to study and helped them to develop non-analytical reasoning skills. The students experienced stress due to increased working hours and work load, uncertainty as to what was expected of them and self-perceived lack of knowledge. They did not experience a major gap between the preclinical and clinical phase and felt well prepared for the clerkships. The preclinical patient contacts were considered to be instrumental in this. Early patient contacts seem to ameliorate the shock of practice and prepare students for clinical work. The problems mentioned by the students in this study are mainly related to the socialisation process. The results of this study have to be validated by quantitative research.

/pdf/students-perceptions-about-the-transition-to-the-clinical-ga70jk57n8.pdf

Students' perceptions about the transition to the clinical phase of a medical curriculum with preclinical patient contacts; a focus group study

Introduction * Glossary * Medical Education - an introduction to the domain Section 1 Theoretical and social foundations * Morality and philosophy of medicine and education * Perspectives on learning * Medical education in its societal context * Medical education in an interprofessional context * Patient involvement in health professional education * Curriculum development in learning medicine Section 2 Educational processes * Creating a learning environment * Identifying learners' needs and self assessment * Teaching and learning in small groups * Teaching and learning in large groups: the 'lecture' in the 21st century * Learning and teaching clinical procedures * Learning and teaching in workplaces * Learning from practice: routines, mentoring, feedback and portfolios * Assessing learners * Quality assurance of teaching and learning: enhancing the quality culture * Developing learning resources * Selecting for medicine * Predicting and guiding career success in medicine * Developing teachers and developing learners * Glossary

Medical Education: Theory and Practice

Factors influencing intercultural doctor–patient communication: A realist review

Objectives Although the importance of feedback by simulated patients (SPs) is generally recognised, knowledge is scarce about the most effective ways in which SPs can provide feedback. In addition, little is known about how SPs are trained to provide feedback. This study aimed to provide a systematic overview of the ways in which SPs provide feedback to undergraduate medical students, the domains in which SPs provide feedback and the ways in which SPs are trained to provide feedback.



Methods  We performed a systematic search of the literature using PubMed, PsychINFO and ERIC and searched for additional papers cited in reference lists. Papers were selected on the basis of pre-established inclusion and exclusion criteria and were classified, using a pre-established form, according to three aspects of SP feedback: training in giving feedback; the process of delivering feedback, and the domain(s) in which feedback is given.



Results  A total of 49 studies were included and described in detail on the basis of the three aspects of SP feedback described above. The ways in which SPs were trained to give feedback were largely heterogeneous, as were the processes by which feedback was provided by SPs. Only a few studies described feedback processes that were in accordance with general recommendations for the delivery of effective feedback. Although feedback from the patient’s perspective is generally recommended, most SPs provided feedback on clinical skills and communication skills.



Discussion  There appear to be no clear standards with regard to effective feedback training for SPs. Furthermore, the processes by which feedback is provided by SPs and the selection of domain(s) in which SPs give feedback often seem to lack a solid scientific basis. Suggestions for further research are provided.

/pdf/feedback-by-simulated-patients-in-undergraduate-medical-dewk5cux73.pdf

Albert J. J. A. Scherpbier

Papers

How residents perceive their teaching role in the clinical setting: a qualitative study.

Students' perceptions about the transition to the clinical phase of a medical curriculum with preclinical patient contacts; a focus group study

Medical Education: Theory and Practice

Factors influencing intercultural doctor–patient communication: A realist review

Feedback by simulated patients in undergraduate medical education: a systematic review of the literature.