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    Tytuł:
    Nauczanie oparte o wymagania kompetencyjne w naukach o komunikacji i jej zaburzeniach: propozycja nowego programu studiów
    Autorzy:
    Wertzner, Haydée F.
    Fernandes, Fernanda Dreux M.
    Powiązania:
    https://bibliotekanauki.pl/articles/690456.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    education
    competence-based curricula
    clinical education
    practice experiences
    speech-language pathology
    audiology
    edukacja
    programy studiów oparte o wymogi kompetencyjne
    edukacja kliniczna
    doświadczenie zawodowe
    logopedia
    audiologia
    Opis:
    The aim of this paper is to describe the most relevant aspects of a competency-based curriculum in communication sciences and disorders education. Competences to be developed are associated to cognitive, technical, relational, affective, integrative and contextual dimensions. The new curriculum has duration of five years with 49% of the work-load assigned to supervised practice. This way, expected learning outcomes by the end of the first year involve the students knowing what they learned about the basic sciences of the area. By the end of the second year, the students should know what they learned about specific areas of the field. By the end of the third year, the students should know how to use what they learned. At the end of the fourth year, the students should be able to demonstrate how to use what they learned. Finally, at the end of the program, the students should perform professional activities with expertise, ethics and critical thinking. To sum up, the new curriculum proposed provides the student with general and specific knowledge about communication sciences and disorders and different scenarios of supervised practice. Its main objective is to develop the adequate competencies to professional practice.
    Celem niniejszego artykułu jest przedstawienie najbardziej istotnych aspektów nauczania opartego o wymogi kompetencyjne w naukach o ludzkiej komunikacji i edukacji specjalnej. Opracowano wymogi kompetencyjne w związku z uwarunkowaniami poznawczymi, technicznymi, relacyjnymi, emocjonalnymi i integracyjnymi pracy logopedy. Nowy program przewiduje okres 5 lat studiów z 49-procentowym udziałem nadzorowanej praktyki. W ten sposób, już przed końcem I roku studiów, studenci zaangażowani w pracę zdobywają wiedzę o podstawowych naukach wykorzystywanych na polu logopedii. Pod koniec II roku studenci powinni mieć bardziej szczegółową wiedzę o konkretnych obszarach tej dyscypliny. Pod koniec III roku powinni wiedzieć, jak wykorzystać to, czego się nauczyli. Pod koniec IV roku powinni być w stanie wykazać, jak korzystać z tego, co się nauczyli. Wreszcie, pod koniec programu, uczniowie powinni wykonywać czynności zawodowe z doświadczeniem, etyką i wykorzystaniem krytycznego myślenia. W podsumowaniu należy stwierdzić, że nowy program nauczania proponuje dostarczenie studentowi ogólnej i szczegółowej wiedzy na temat nauk o komunikacji i jej zaburzeniach oraz różnych rodzajach nadzorowanej praktyki. Jego głównym celem jest rozwijanie odpowiednich umiejętności, koniecznych do wykonywania praktyki zawodowej.
    Źródło:
    Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova; 2016, 1
    2451-0491
    Pojawia się w:
    Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Possibilities for implementation of professional competencies of physical therapists working in teams of rehabilitation specialists of education and health protection systems
    Autorzy:
    Šimkutė Karalevičienė, Inga
    Daiva, Mockevičienė
    Kreivinienė, Brigita
    Powiązania:
    https://bibliotekanauki.pl/articles/552701.pdf
    Data publikacji:
    2019
    Wydawca:
    Stowarzyszenie Przyjaciół Medycyny Rodzinnej i Lekarzy Rodzinnych
    Tematy:
    clinical competence
    physical education and training
    rehabilitation.
    Opis:
    Background. The paper deals with the possibilities for implementation of professional competences of physical therapists working in different systems of education and health protection with regard to the holistic health concept, psychophysical education and interdisciplinary collaboration inside rehabilitation teams. Objectives. The main objective of the study was to compare the possibilities for implementation of professional competences of physical therapists working in rehabilitation teams of education and health protection systems. Material and methods. The survey encompassed 200 physical therapists working in the education (n = 98) and health protection (n = 102) systems of Lithuania. A questionnaire-based method employing closed-type questions was used, which was aimed at revealing whether implementation of professional competences of physical therapists working in different systems differed. Results. The competences of communication and collaboration, i.e. interdisciplinary activities inside rehabilitation teams, were more developed by physical therapists working in the education system (t = 23.483, df = 2, p = 0.001). In the process of physical diagnosis, physical therapists of the health system make a diagnosis of physical therapy independently. The same statistically significant difference was also noticed in the aspect of communication of groups of these specialists when psychosocial problems occur, specifically: t = 14.768, df = 3, p = 0.002. Physical therapists of the education system more actively participate in qualification development, delivery of talks at conferences and organising health promotion programmes, even though no statistically significant difference was found (t = 4.830, df = 3, p = 0.185). Conclusions. The competences of interdisciplinary collaboration are more developed by physical therapists working in the education system; whereas physical therapists working in the health system are more concerned with the making of a physical therapy diagnosis, design of a programme and application of more diverse methods
    Źródło:
    Family Medicine & Primary Care Review; 2019, 2; 158-163
    1734-3402
    Pojawia się w:
    Family Medicine & Primary Care Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Giving Moral Competence High Priority in Medical Education. New MCT-based Research Findings from the Polish Context
    Autorzy:
    Nowak, Ewa
    Barciszewska, Anna-Maria
    Lind, Georg
    Hemmerling, Kay
    Taradi, Sunčana Kukolja
    Powiązania:
    https://bibliotekanauki.pl/articles/1373819.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    moral competence in healthcare professions
    clinical decision-making
    gender bias and moral competence
    segmentation effect
    pronunciation effect
    Moral Competence Test
    Polish medical education
    competitive tertiary education
    Opis:
    Nowadays, healthcare and medical education is qualified by test scores and competitiveness. This article considers its quality in terms of improving the moral competence of future healthcare providers. Objectives. Examining the relevance of moral competence in medico-clinical decision-making despite the paradigm shift and discussing the up-to-date findings on healthcare students (Polish sample). Design and method. N=115 participants were surveyed with a standard Moral Competence Test to examine how their moral competence development was affected by the learning environment and further important factors. Results. The sample allowed the identification of a regress in moral competence during students’ pre-clinical curriculum, and progress during their clinical curriculum. A gender-related bias, a segmentation effect, and a pronunciation effect were noticed. Explanations. Scholarly literature usually reports a linear decrease of medical students’ C-scores resulting from, e.g., competitive trends in education. We identified such trends in terms of gender-specific competitive tactics. Religious and ethical affiliations were discussed to explain the unexpected gender bias and the related segmentation and pronunciation effects. The findings can be regarded as predictive for similar developments in educational institutions regardless of cultural contexts as the sample examined in this article represents medical education in a country facing a transition from a non-competitive to competitive tertiary education model, and between presecular and monocultural to secular and pluralist social ethics.
    Źródło:
    Ethics in Progress; 2021, 12, 1; 104-133
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Learning curve for laparoscopic Roux-en-Y gastric bypass based on the experience of a newly created bariatric center
    Autorzy:
    Dworak, Jadwiga
    Wysocki, Michał
    Rzepa, Anna
    Pędziwiatr, Michał
    Radkowiak, Dorota
    Budzyński, Andrzej
    Major, Piotr
    Powiązania:
    https://bibliotekanauki.pl/articles/1391721.pdf
    Data publikacji:
    2020
    Wydawca:
    Index Copernicus International
    Tematy:
    bariatric center
    clinical competence
    laparoscopic Roux-en-Y gastric bypass
    learning curve
    perioperative complications
    surgical training
    Opis:
    Introduction: Laparoscopic Roux-en-Y gastric bypass (LRYGB) is one of the most common treatments for morbid obesity. The learning curve for this procedure is 50–75 cases for an independent surgeon, and it is considered the most important factor in decreasing complications and mortality. We present our experience and learning curve with LRYGB for a newly established bariatric center in Poland. Material and methods: A prospectively collected database containing 285 LRYGB procedures performed in the II Department of General Surgery of the Jagiellonian University MC in Krakow between 06.2010 and 03.2019 was retrospectively reviewed. Patients were divided into groups of 30 (G1–G10) in the order of the procedures performed by each surgeon. The study analyzed the course of the operation and patient hospitalization, comparing those groups. Learning curve for the newly created bariatric center was established. Results: Operative time in G1–G3 differed significantly from G4–G10 (P < 0.0001). The stabilization point was the 90th procedure. Perioperative complications were observed in 36 (12.63%) patients. Perioperative complications, intraoperative difficulties and adverse events did not differ importantly among groups. Liberal use of “conversions of the operator” from a surgeon to a senior surgeon provides reasonable safety and prevents complications. Conclusions: The institutional learning process stabilization point for LRYGB in a newly established bariatric center is around the 90th operation. LRYGB can be a safe procedure from the very beginning in newly established bariatric centers. Specific bariatric training with active proctoring by an experienced surgeon in a bariatric centre can improve the laparoscopic gastric bypass outcome during the learning curve.
    Źródło:
    Polish Journal of Surgery; 2020, 92, 4; 23-30
    0032-373X
    2299-2847
    Pojawia się w:
    Polish Journal of Surgery
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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