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TUTOR. An international, peer reviewed, openaccess journal on Medical Education and Practice
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ISSN (Print) 1971-7296 - ISSN (Online) 1971-8551
Published by Firenze University Press Homepage  [41 journals]
  • La relazione di cura con il paziente: come la immaginano gli studenti di
           Infermieristica, prossimi alla professione' Uno studio esplorativo
           attraverso l’utilizzo di scenario

    • Authors: Letizia Dal Santo, Adalgisa Battistelli, Luisa Saiani
      Abstract: Introduction: Our aim was to improve understanding of nursing students’ perceptions about caring for the patient. In particular, we aim to highlight expectations and possible difficulties in providing care in students who are at the end of their studies and are approaching clinical work. Partecipants: We collected data from 72 students of a Nursing Studies University in a north region of Italy. Design: A qualitative method was use to interpret data. Materials: A vignette technique has been used: students had to write a tale inspired by the delivered picture. Results: Nursing students show a high caring orientation towards the patients and seem to be aware that this relationship elicits an emotional involvement. In order to manage with it, theoretical studies and previous practice have been considered the most important resources. On the contrary, relationships with colleagues, lack of time and patients and their families’ anxiety have been perceived as obstacles. Conclusion: Future professional nurses need some resources to enter the professional world properly and to manage the relationship with patients adequately. Our research underlines the importance of implement knowledge about emotional regulation strategies, socialization processes and team work techniques.
      PubDate: 2018-03-09
      Issue No: Vol. 17 (2018)
  • La qualitĂ  della didattica percepita dagli studenti: progetto e
           sperimentazione di un questionario di valutazione per singolo docente

    • Authors: Laura Deidda, Roberta Gonnella, Cecilia Pizzi, Carla Siccardi, Nicola Vanacore
      Abstract: Introduction. This research is aimed at the formulation of a tool able to detect the quality of teaching in higher education as perceived by the students in a statistically significant manner. In many university faculties there are integrated courses in wich all teaching is done by multiple professors. The assessment, on the contrary, is made by means of a questionnaire that refers to every integrated course as a whole. Based on our experimental research we propose the use of a questionnaire for individual teacher evaluation during the whole 3-years of the bachelor degree in physiotherapy. 
      Material and methods. The experimental survey of faculty assessment consists of nine items that mainly investigate the educational field. Testing of the questionnaire lasted three academic years. 2010-11, 2011-12, 2012-13, the survey forms were dispensed to the same students at the end of each semester for three years of the bachelor degree courses in physiotherapy of “Sapienza” University, in the department situated in S. Camillo-Forlanini Hospital. We analyzes a total of about 900 questionnaires.
      Results. The statistical analysis performed on the questionnaires identified the most significant items with P<0,05, moreover the post hoc analysis performed on different groups of teachers showed statistical significance.
      Conclusions. In ascending mode from 1st to 3rd year all items become significant as tools of quality perception by the students underlying the importance and utility of our questionnaire.
      PubDate: 2018-03-09
      Issue No: Vol. 17 (2018)
  • Organizzare la formazione sul campo. Metodi, modelli ed esperienze

    • Authors: Amelia Marzano, Giuseppe Parisi
      Abstract: Introduction. CME has the aim of providing the best possible health care for patients and it is based predominately on lectures or oral presentations; however many studies have demonstrated gaps between real and ideal performance suggesting a lack of effect of CME, at least in its formal methods. Interactive techniques have increased potential for positively changing practice and, on occasion, outcome of patients. We describe a learning methodology which could be named “Workplace-based learning” and particularly the so called “Improvement group” which seems particularly useful in healthcare where changing practice is often necessary for better outcomes.
      Contribution. The CME provider in the province of Trento uses workplace-based learning and “Improvement group” methodology since 2005. This form includes activities and strategies which tend, though still rigorously monitored, to be more under the control of the learner, it offers opportunities to reflect on the work, and involves learner and teams who are not considered merely recipients of information anymore, thus more aptly producing relevant knowledge and new solutions to problems. New suggestions for CME providers in order to enrich their toolbox about medical education are offered.
      Conclusions. The high numbers of projects prove that workplace-based learning is feasible; it is also good in method and quality, even if projects were partly left in the hands of workers unspecialized in teaching and learning.
      Nevertheless the authors don’t want to promote workplace-based learning as unique; the suggestion is to use it next to the other forms, each with its own specificity.
      PubDate: 2018-03-09
      Issue No: Vol. 17 (2018)
  • Presentazione del numero

    • Authors: Bruno Moncharmont, Fabrizio Consorti
      Issue No: Vol. 17
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