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1.
J Dent Educ ; 81(3): 271-277, 2017 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-28250032

RESUMO

Dental practitioners transitioning to dental educators (PTEs) have an integral role in dental education. While PTEs intrinsically apply some form of evidence-based dentistry (EBD) in patient care, it may not be a standardized, systematic approach. The aims of this study were to determine the self-perceived knowledge, skills, attitudes, and behaviors of PTEs regarding EBD at one U.S. dental school and to identify areas where formal calibration may be warranted to facilitate their competence and confidence as dental educators. Participants voluntarily completed a 32-question survey regarding their EBD training and self-perceived EBD skills in several areas: use of the clinical evidence pyramid; systematic, objective, and critical appraisal of the evidence; application of the evidence to patient care; and integrating clinical expertise, scientific evidence, and patient's preferences to formulate a treatment plan. The PTEs were invited to participate in the anonymous survey during regularly scheduled calibration sessions held between May and July 2014. After study information was distributed, 100% of the attendees (n=43) completed the survey. The percentage of total PTEs at the school could not be calculated. Of the responding PTEs, 69% rated themselves better than satisfactory (70% proficiency) in their knowledge, skills, and attitudes regarding EBD skills application. However, only 33-42% of the respondents indicated that they frequently used the evidence pyramid and systematically, objectively, and critically appraised the evidence, even though 65% indicated they applied the evidence to improve patient care over 70% of the time. In addition, the participating PTEs identified a need for more frequent use of formal EBD skills. Providing case-based EBD projects involving PTEs as mentors may provide more opportunities for the judicious and effective use of these important skills and may improve PTEs' self-perceived confidence.


Assuntos
Atitude do Pessoal de Saúde , Competência Clínica , Odontólogos/psicologia , Odontologia Baseada em Evidências/educação , Docentes de Odontologia/educação , Autoimagem , Docentes de Odontologia/psicologia , Meio-Oeste dos Estados Unidos , Inquéritos e Questionários
2.
J Allied Health ; 45(1): 71-8, 2016.
Artigo em Inglês | MEDLINE | ID: mdl-26937885

RESUMO

UNLABELLED: Interprofessional collaboration for healthcare requires a better understanding of the commonalities and differences in student perceptions of professionalism. METHODS: 217 students in five programs (PA 71, PT 46, OT 29, CP 12, and BMS 59) completed a 22-item survey (response rate 79.5%). A Likert scale grading from 1 (hardly ever) to 5 (always) was used to assess professional attitudes and behaviors. RESULTS: A mixed-model MANOVA, supplemented with post-hoc analyses, showed significant group by time interactions for 5 items. Sensitivity to differences and diversity of other people increased for BMS students, but decreased for PT students. Timeliness increased for BMS students, but did not change for PA students. Seeking out new learning experiences increased for BMS students, but did not change for PA or PT students. Taking a group leadership role increased for BMS students, decreased for PT students, while PA and OT students showed no change. Volunteering time to serve others decreased for OT and PA students, while BMS and BM students showed no change. CONCLUSION: It is plausible that these findings emerge from differences in program curricula and specific training objectives. The findings provide initial insight to educators on ways that attitudes and behaviors pertaining to professionalism sometimes vary among students in different health science programs.


Assuntos
Atitude do Pessoal de Saúde , Terapeutas Ocupacionais , Fisioterapeutas , Assistentes Médicos , Profissionalismo , Estudantes de Ciências da Saúde , Comportamento Cooperativo , Feminino , Humanos , Comunicação Interdisciplinar , Masculino , Psicologia Clínica , Estudantes de Ciências da Saúde/psicologia , Inquéritos e Questionários
3.
Am J Occup Ther ; 68(6): e234-40, 2014.
Artigo em Inglês | MEDLINE | ID: mdl-25397770

RESUMO

OBJECTIVE. We sought to describe occupational therapy practitioners' perceived levels of preparedness for and involvement in school-based Response to Intervention (RtI) initiatives. METHOD. We mailed a survey to a random sample of 1,000 practitioners from the American Occupational Therapy Association's Early Intervention and School Systems Special Interest Section. RESULTS. Of 295 returned surveys (29.9% response rate), 19 were excluded because of missing or incomplete data. Three-quarters of respondents (77.6%) reported that their districts implemented RtI. Two-thirds of respondents (66.3%) indicated that lack of resources limited their involvement in RtI; two-thirds (67%) said that district guidelines that describe expectations for practitioners' involvement would help increase their participation. Many respondents cited the need for continuing education and supported moving from a caseload to a workload model. CONCLUSION. Occupational therapy practitioners would benefit from specific district guidelines outlining the services they are able to provide within the context of RtI.

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