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Journal Cover TUTOR. An international, peer reviewed, openaccess journal on Medical Education and Practice
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  This is an Open Access Journal Open Access journal
   ISSN (Print) 1971-7296 - ISSN (Online) 1971-8551
   Published by Firenze University Press Homepage  [41 journals]
  • Presentazione del numero

    • Authors: Bruno Moncharmont
      Issue No: Vol. 17
       
  • Studenti di infermieristica, tirocinio clinico in rianimazione e medicina
           narrativa: indagine qualitativa degli aspetti metacognitivi
           dell’apprendimento in una esperienza di assegnazione precoce in unità
           operative complesse

    • Authors: Carlo Alberto Camuccio, Natascia Bobbo, Ines Opportuni, Marina Bottacin
      Abstract: Background. The Intensive Care Unit is a clinical setting with high technical and complex care and with high emotional impact for operators. The emotional aspects could affect the clinical practice and the learning of the students during their internship. A group of 2nd-year nursing student have been assigned to the intensive care unit, although they didn’t previously attend an intensive care course. The goal of this paper is the description of the emotional impact as experienced by students and its influence on students learning. Methodology. It was adopted a qualitative methodology within a phenomenological hermeneutic speculative approach. The authors used some tools such as reflective journals and debriefings. All collected data were transcribed, analyzed and later processed on ATLAS.ti. Results. Content analysis allowed us to highlight that the student initial reaction in front of the critically ill patient and in front of the complex clinical environment was characterized by feelings of fear and discomfort, and the knowledge gap seemed unbridgeable. Subsequently, due to the availability and support of clinical mentors, most of the students adopted a self-directed learning style to fill that gap, perceiving a personal and professional growth with an increase of satisfaction and self-efficacy feelings. Conclusions. Intensive care proved to be an effective learning clinical environment, but further studies are needed to determine both personality characteristics, allowing a student to successfully deal with complex and stressful environments, and relational and teaching skills that distinguish the most effective clinical mentors in such complex clinical environments.
      Issue No: Vol. 17
       
  • Viaggio esplorativo nei bisogni di formazione della medicina generale in
           previsione dei nuovi assetti organizzativi

    • Authors: Maria Milano, Simonetta Miozzo
      Abstract: Background. A practice-based learning, realized for all the 430 GPs of Local Health Authority TO3, highlighted problems related to the difficulty of being group and working as such. To focus these issues, it was organized an “Outdoor Training Experience” addressed to their representatives of the Regional Team, identified as facilitators between GPs. At the end of the course it was given an interview to explore the related lived experiences. Method. The rich texts of the answers of the narrative interview were analysed with Conventional Content Analyses, in triangulation between the two authors, in order to find generalizable categories and meanings. Result. Four main areas were identified: 17% of reports about communication and team building, 25% team working and problem solving, 10% proactivity / creativity, 48% leadership. All these areas were under articu-
      lated in critical issues and solutions. Reported as significant elements: awareness of the role, development of teamwork and ability to listen to everyone with respect, learning from the mistake and development of hetero centrism. Two conflicting lines of thought were revealed: the priority is the group over targets versus using the group to achieve the objective. Conclusion. Experience has shown that it is possible to learn to cope with complex relational situations and bring out also not aware training needs, worthy of attention and care: it could be that the issue of pro-activity / creativity, fundamental in impending reorganization of the GPs, may have been considered less significant because it needs more time for reflection and processing.
      Issue No: Vol. 17
       
  • Sviluppo del pensiero critico con metodologia problem-based learning nei
           corsi di studio in Educazione professionale dell’Università di Bologna
           e Genova. Disegno di studio quasi-sperimentale, multicentrico, con pre e
           post-test su singolo gruppo

    • Authors: Francesco Crisafulli, Serena Caselli, Federica Vitali, Cleta Sacchetti, Antonella Lotti
      Abstract: The critical thinking (CT) is an intellectual basic competence to develop in the Social and Health Educators’ basic training, who work in Italian Social-Health services. Through a quasi-experimental multicentered one group study design, with pre and post test, we wanted to test if a brief module of three session of Problem Based Learning (PBL) may determinate an improvement of CT in the educational setting of two University courses, Bologna and Genova. The outcome of the research doesn’t confirm this hypothesis and highlights some important limits of this study design, which have been illustrated and analyzed. New studies will be conducted in order to prove the efficacy of PBL teaching methodology, also performed in a brief module, in the development of critical thinking in Social and Health Educators’ university courses.
      Issue No: Vol. 17
       
  • Poster presentati al Congresso

    • Issue No: Vol. 17
       
 
 
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