scholarly journals Evaluation of the learning environment of urology residency training using the postgraduate hospital educational environment measure inventory

2015 ◽  
pp. 271 ◽  
Author(s):  
Saleh Binsaleh ◽  
Abdulrahman Babaeer ◽  
Abdullah Alkhayal ◽  
Khaled Madbouly
Keyword(s):  
Learning Environment ◽  
Residency Training ◽  
Educational Environment ◽  
Urology Residency

scholarly journals The Effect of the Educational Environment on the rate of Burnout among Postgraduate Medical Trainees – A Narrative Literature Review

2021 ◽  
Vol 8 ◽  
pp. 238212052110187
Author(s):  
Marco Grech
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Postgraduate Medical Education ◽  
Educational Environment ◽  
Personal Accomplishment ◽  
Clinical Learning Environment ◽  
Medical Trainees ◽  
Narrative Literature ◽  
Narrative Literature Review ◽  
Stress At Work

Background: Burnout among postgraduate medical trainees is common. It is a syndrome characterised by emotional exhaustion, depersonalisation and reduced personal accomplishment. Burnout is seen as an organisational problem rather than the result of an individual’s ability to cope with the stress at work. The educational environment can play a pivotal role in the prevention of burnout among postgraduate medical trainees. This narrative literature review is aimed at assessing the effect of the educational environment on burnout in postgraduate doctors-in-training. Methods: A search of the databases Medline and PscyInfo for articles published between 2015 and 2020 was performed with the key words ‘burnout’ and ‘educational environment’ or ‘clinical learning environment’ or ‘postgraduate medical education’ or ‘learning environment’. Results: A total of 27 studies were identified and reviewed by the author. The prevalence of burnout reported varied widely between studies, ranging from 10% to 62%. Many of the factors that contribute to burnout form part of the educational environment, for example, hours worked, mistreatment, harassment and perceptions of injustice. Residency itself is a stressful period wherein trainees have to balance their responsibilities towards their patients with their responsibilities at home, all while furthering their studies and taking on new responsibilities. Interventions to prevent burnout and tackle existing burnout are multiple but very little solid evidence exists to attest to their efficacy. More research is needed to identify the most effective ways to deal with burnout in postgraduate medical trainees.

Evaluation of Urology Residency Training and Perceived Resident Abilities in the United States

2019 ◽  
Vol 76 (4) ◽  
pp. 936-948 ◽  
Author(s):  
Zhamshid Okhunov ◽  
Shoaib Safiullah ◽  
Roshan Patel ◽  
Samuel Juncal ◽  
Harwood Garland ◽  
...  
Keyword(s):  
United States ◽  
Residency Training ◽  
The United States ◽  
Urology Residency

4-Year Curriculum for Urology Residency Training

2007 ◽  
Vol 178 (6) ◽  
pp. 2540-2544 ◽  
Author(s):  
Elspeth M. McDougall ◽  
Teresa J. Watters ◽  
Ralph V. Clayman
Keyword(s):  
Residency Training ◽  
Urology Residency

scholarly journals Creating Ergonomic Learning Environment: the conceptual Apparatus

2020 ◽  
pp. 83-91
Author(s):  
Л.П. Окулова
Keyword(s):  
Learning Environment ◽  
Personality Development ◽  
Educational Environment ◽  
Learning Space ◽  
Theoretical Substantiation ◽  
Conceptual Apparatus ◽  
Academic Activities ◽  
Educational Environments ◽  
Educational Ergonomics ◽  
Educational Potential

В статье исследуется проблема формирования понятийного аппарата нового раздела педагогики — эргономики образования. Актуальность обусловливается необходимостью обеспечить комфортность и безопасность процесса обучения, что достижимо посредством формирования эргономической образовательной среды. Целью является теоретическое обоснование процесса формирования эргономической образовательной среды, обеспечивающей развитие личности и сохранение здоровья при наличии образовательного потенциала. Рассматриваются разработки отечественными и зарубежными авторами терминологической структуры эргономической образовательной среды. В работе в качестве методологического выступает эргономический подход, а также применяется анализ и обобщение научных исследований по проблеме формирования эргономической образовательной среды в системе образования. Исследуя формирование эргономической образовательной среды, мы выявляем, что данный феномен в педагогике не изучен. Лишь фрагментарно представлены положения педагогической эргономики как раздела педагогики. Нами сформулировано несколько понятий: «эргономическая образовательная среда», «эргономическая образовательная система», «эргономичность», «эргономическое образовательное пространство», «эргономизация». Раскрыта их сущностная характеристика и наполняемость, дана характеристика эргономической компоненты образовательной среды, отмечены этапы, принципы, параметры, требования и показатели процесса формирования эргономической образовательной среды, а также указан компонентный состав технологии создания и применения комфортной среды в образовательном процессе. Делается вывод, что при формировании эргономической образовательной среды на основе эргономического подхода учет учебной деятельности обучающихся и трудовой деятельности педагога обеспечит развитие личности и сохранение здоровья. The article investigates the issue of creating the conceptual apparatus of a new branch of pedagogy, namely educational ergonomics. The relevance of the research is accounted for by the necessity to ensure comfortable and safe education, which can only be achieved through an ergonomic educational environment. The aim of the research is to provide a theoretical substantiation of the necessity to create an ergonomic educational environment which ensures learners’ harmonious development and health preservation coupled with learners’ educational potential. The article investigates Russian and foreign scholars’ works devoted to the investigation of terminology related to educational ergonomics. Having researched the formation of ergonomic educational environments, we can maintain that the phenomenon is largely underinvestigated. Pedagogical ergonomics is only treated as a branch of pedagogy. We have formulated a number of notions such as ergonomic educational environment, ergonomic educational system, ergonomics, ergonomic learning space, ergonomization. The article characterizes the essence and the content of the notions, characterizes the ergonomic components of educational environments, speaks about the stages, principles, parameters, requirements and indices of the process of ergonomic educational environment formation. It also discusses the components of the technology of creating a comfortable learning environment. The author concludes that when an ergonomic educational environment is created, the analysis of teachers’ and learners’ academic activities can ensure both personality development and health preservation.

Design of a University Learning Environment for SMART Education

2021 ◽  
pp. 518-545
Author(s):  
Nataliia V. Morze ◽  
Eugenia Smyrnova-Trybulska ◽  
Olena Glazunova
Keyword(s):  
Conference Proceedings ◽  
Learning Environment ◽  
Educational Environment ◽  
Virtual Learning Environment ◽  
Smart Environment ◽  
Learning Trajectories ◽  
Smart Technology ◽  
Ict Competence ◽  
E Learning ◽  
Smart Education

This chapter discusses theoretical, methodological and practical aspects of a design of a university learning environment for SMART education. Smart technology is analyzed against university background. The authors consider a process of transformation from e-learning to smart education, in particular the VLE objective according to the concept of smart education, formation of individual learning trajectories in a smart environment and a quality university educational environment for smart education. In the second part of chapter, the authors look at the development of teacher ICT competence of teachers in the system of smart education and present their conclusions. The references include more than thirty items: articles, books, chapters, conference proceedings on SMART education, university learning environment, virtual learning environment (VLE).

scholarly journals Surveying the assessment components suitability for engineering learning in a challenging educational environment

2020 ◽  
Vol 26 (1) ◽  
pp. 29-33
Author(s):  
Samuel Eneje ◽  
S. Scholar
Keyword(s):  
Learning Environment ◽  
Engineering Education ◽  
Engineering Students ◽  
Learning Outcome ◽  
Educational Environment ◽  
African Region ◽  
Engineering Programs ◽  
Educational Environments ◽  
Engineering Models ◽  
Blended Course

This study used a mixed methodology to investigates the possibility of using blended assessment for engineering education in a challenging learning environment. It discussed the outcome of the evaluation, which is problematized by the influences of an encumbered learning environment. It used the blended engineering models to investigate the circumstances of assessments and its outcomes in a university situated in the sub-Sahara African region. It revealed the experiences of post-internship engineering students using a single blended course. The survey showed that students` knowledge of factors impeding thorough assessment for productivity in the region and advocated ways of improvement. It disclosed past and present assessment percentage shares in addition to suggesting a preferred assessment percentage share required for graduating skilled engineers. The result uncovered where assessment might be situated so that there is a satisfactory learning outcome for engineering programs. Keywords: Blended engineering learning, Challenged educational environments, Assessment outcomes.

scholarly journals Aligning Urology Residency Training With Real-World Workforce Needs

2020 ◽  
Author(s):  
Alan Paniagua Cruz ◽  
Ted A. Skolarus ◽  
Sapan N. Ambani ◽  
Khaled Hafez ◽  
Kate H. Kraft
Keyword(s):  
Residency Training ◽  
Real World ◽  
Workforce Needs ◽  
Urology Residency

scholarly journals Perceptions of Intimidation in the Psychiatric Educational Environment in Edmonton, Alberta

2002 ◽  
Vol 47 (6) ◽  
pp. 562-567 ◽  
Author(s):  
Phil Tibbo ◽  
CJ de Gara ◽  
Treena M Blake ◽  
Carolyn Steinberg ◽  
Brian Stonehocker
Keyword(s):  
Learning Environment ◽  
Personal Experience ◽  
Response Rates ◽  
Educational Environment ◽  
University Hospital ◽  
Teaching Hospitals ◽  
Personal Experiences ◽  
Teaching Faculty ◽  
Student Interns ◽  
The University

Objective: To examine the perceptions of intimidation in the psychiatric educational environment in Edmonton, Alberta. Methods: We distributed a 7-point modified Likert scale questionnaire that included questions with respect to intimidation perceptions and experience in psychiatry during a 1-week period to all student interns on psychiatry rotations, residents, and teaching faculty in the 5 teaching hospitals in Edmonton. Results: A total of 92 individuals responded, with response rates of 81% for faculty, 82% for residents, and 84% for students. Response rates did not differ among sites. While there were differences between site and group with respect to comparing the perceived intimidation in psychiatry with other specialties, respondents did not view psychiatry as worse than other specialties. Although, overall, women perceived intimidation as more prevalent at their sites than did men, the overall means reflect sites that are relatively free from intimidation. Faculty and student interns within sites, except for the university hospital, tended to disagree on management's approach to perceived intimidation. All groups, however, reported little personal experience and felt their sites had little tolerance for intimidators. Conclusions: Reported perceptions and personal experiences of intimidation within the psychiatric learning environment in Edmonton are low.

scholarly journals Perception of the learning environment among the students in a nursing college in Eastern Nepal

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Erina Shrestha ◽  
Ram Sharan Mehta ◽  
Gayanand Mandal ◽  
Kriti Chaudhary ◽  
Nirmala Pradhan
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Cross Sectional Study ◽  
Educational Environment ◽  
Health Science ◽  
Positive Perception ◽  
Self Perception ◽  
Science Data ◽  
Cross Sectional ◽  
The Difference

Abstract Background Learning environment is an important base for learning processes of students and for preferences of future workplaces. It is considered as an essential factor in determining the success of an effective curriculum and the students’ academic achievements. This study attempts to assess the perception of learning environment among the nursing students. Methods A descriptive cross-sectional study design was used to conduct the study among 122 nursing students studying at B.P. Koirala Institute of Health Science. Data were collected following total enumerative sampling method using a self-administered questionnaire. Dundee Ready Educational Environment Measure (DREEM) inventory tool was used to assess the perception of learning environment. Descriptive statistics (frequency, percentage, mean and standard deviation) was used to describe the demographic and other related variables. One way Analysis of Variance (ANOVA) was used to find out the difference in the overall scale score and its subscales across the selected socio-demographic variables (age, ethnicity, residence, year of enrollment) of the respondents. Results The mean age of the students was 21 ± 1.46 years. Majority of the students were from Province no. 1 (57.4%) and largely from Sunsari district (25.4%). First year students were found to be more satisfied (68.23%) with the educational environment (136.45 ± 16.93) compared to student of other years. Academic self-perception (21.94 ± 3.42) was the highest scoring subscale (68.57%) while the social self-perception (16.43 ± 2.96) was the lowest (58.66%). The overall DREEM score (131.25 ± 15.82 out of 200) indicated that perception of learning environment among the students was positive. Despite overall positive perception, students perceived that the teachers were authoritative and there is lack of good support system for the students at the time of stress. The total DREEM score varied significantly between the years of enrollment (p < 0.05). Conclusion The current study showed positive perception of learning environment which varied significantly according to the year of enrollment. However improvements are required across all the five domains for the high quality educational environment. Future qualitative studies are recommended to confirm and to have in-depth understanding of this finding.

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