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4 résultat(s) recherche sur le mot-clé 'learning'
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Hip Resurfacing Arthroplasty : A New Method To Assess And Quantify Learning Phase / Tajeshwar S. AULAKH in Acta Orthopaedica Belgica, Vol 80/3 (Septembre 2014)
[article]
Titre : Hip Resurfacing Arthroplasty : A New Method To Assess And Quantify Learning Phase Type de document : texte imprimé Auteurs : Tajeshwar S. AULAKH, Auteur Année de publication : 2014 Article en page(s) : p.397-402 Langues : Anglais (eng) Mots-clés : hip resurfacing learning quantify Résumé : Hip resurfacing had initially gained acceptance and popularity as it helps preserve femoral bone stock. In this study we tried to answer the following questions ; 1. Whether there is a learning curve for hip resurfacing ? 2. Is it present in surgeons from non-developer centres ? 3. Is it present in surgeons from developer centres as well ? The Oswestry outcome centre was setup to serve an independent international registry for collecting, analysing and reporting outcomes following hip resurfacing. Over a 10 year period, 4535 patients (5000 hips) were recruited from different countries and within the UK from different centres in this study by 139 surgeons from 37 different countries. Our study has shown that function can be used to assess the level of surgical competence. The results from this multilevel analysis have helped to answer the questions posed in the introduction. Hip resurfacing is a surgical procedure with a learning phase and this learning effect is more pronounced in non-developer surgeons as compared to developer surgeons. Hip scores can be used to assess proficiency and competence of surgeons undertaking hip resurfacing arthroplasty. Permalink : ./index.php?lvl=notice_display&id=34655
in Acta Orthopaedica Belgica > Vol 80/3 (Septembre 2014) . - p.397-402[article] Hip Resurfacing Arthroplasty : A New Method To Assess And Quantify Learning Phase [texte imprimé] / Tajeshwar S. AULAKH, Auteur . - 2014 . - p.397-402.
Langues : Anglais (eng)
in Acta Orthopaedica Belgica > Vol 80/3 (Septembre 2014) . - p.397-402
Mots-clés : hip resurfacing learning quantify Résumé : Hip resurfacing had initially gained acceptance and popularity as it helps preserve femoral bone stock. In this study we tried to answer the following questions ; 1. Whether there is a learning curve for hip resurfacing ? 2. Is it present in surgeons from non-developer centres ? 3. Is it present in surgeons from developer centres as well ? The Oswestry outcome centre was setup to serve an independent international registry for collecting, analysing and reporting outcomes following hip resurfacing. Over a 10 year period, 4535 patients (5000 hips) were recruited from different countries and within the UK from different centres in this study by 139 surgeons from 37 different countries. Our study has shown that function can be used to assess the level of surgical competence. The results from this multilevel analysis have helped to answer the questions posed in the introduction. Hip resurfacing is a surgical procedure with a learning phase and this learning effect is more pronounced in non-developer surgeons as compared to developer surgeons. Hip scores can be used to assess proficiency and competence of surgeons undertaking hip resurfacing arthroplasty. Permalink : ./index.php?lvl=notice_display&id=34655 Exemplaires (1)
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Exclu du prêtOccupational therapy student learning on role-emerging placements in schools / Karina Dancza in The British Journal of Occupational Therapy, Vol. 82 Issue 9 (Septembre 2019)
[article]
Titre : Occupational therapy student learning on role-emerging placements in schools Type de document : texte imprimé Auteurs : Karina Dancza ; Jodie Copley ; Monica Moran Année de publication : 2019 Article en page(s) : p. 567-577 Note générale : doi.org/10.1177/0308022619840167 Langues : Anglais (eng) Mots-clés : Occupational therapy role-emerging placement transformationa learning supervision theory student learning Résumé : Introduction
Placements are considered vital in promoting theory-to-practice learning. With role-emerging placements increasingly being offered, the learning processes experienced by students warrants further investigation. This research explored the learning experiences of students, from both supervisor and student perspectives, over the duration of a role-emerging placement in schools, to contribute to our understanding of this important student learning process.
Method
Action research was used across four cycles with 14 students and 11 supervisors. Data were collected through reflective field notes, placement documentation and semi-structured interviews. Findings were analysed using template analysis.
Findings: Limited established occupational therapy procedures and role models meant that the students created and used knowledge differently from role-established placements. The procedural knowledge upon which students most heavily relied in previous placements was largely inaccessible to students. Students relied on occupational therapy conceptual and dispositional knowledge, with the support of their peer and supervisor to guide practice. Tensions were seen between providing a service for the school and taking the necessary time to understand and implement the occupational therapy process systematically.
Conclusion
Role-emerging placements are valuable for transformational student learning. These placements do, however, present challenges that require careful negotiation and structured guidance.Permalink : ./index.php?lvl=notice_display&id=85508
in The British Journal of Occupational Therapy > Vol. 82 Issue 9 (Septembre 2019) . - p. 567-577[article] Occupational therapy student learning on role-emerging placements in schools [texte imprimé] / Karina Dancza ; Jodie Copley ; Monica Moran . - 2019 . - p. 567-577.
doi.org/10.1177/0308022619840167
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol. 82 Issue 9 (Septembre 2019) . - p. 567-577
Mots-clés : Occupational therapy role-emerging placement transformationa learning supervision theory student learning Résumé : Introduction
Placements are considered vital in promoting theory-to-practice learning. With role-emerging placements increasingly being offered, the learning processes experienced by students warrants further investigation. This research explored the learning experiences of students, from both supervisor and student perspectives, over the duration of a role-emerging placement in schools, to contribute to our understanding of this important student learning process.
Method
Action research was used across four cycles with 14 students and 11 supervisors. Data were collected through reflective field notes, placement documentation and semi-structured interviews. Findings were analysed using template analysis.
Findings: Limited established occupational therapy procedures and role models meant that the students created and used knowledge differently from role-established placements. The procedural knowledge upon which students most heavily relied in previous placements was largely inaccessible to students. Students relied on occupational therapy conceptual and dispositional knowledge, with the support of their peer and supervisor to guide practice. Tensions were seen between providing a service for the school and taking the necessary time to understand and implement the occupational therapy process systematically.
Conclusion
Role-emerging placements are valuable for transformational student learning. These placements do, however, present challenges that require careful negotiation and structured guidance.Permalink : ./index.php?lvl=notice_display&id=85508 Exemplaires (1)
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Exclu du prêtPEUR, PHOBIE ET ANXIÉTÉ CHEZ LE CHIEN / Claire Diederich in Le Point vétérinaire, Vol.53 N°425/426 (janvier-février 2022)
[article]
Titre : PEUR, PHOBIE ET ANXIÉTÉ CHEZ LE CHIEN Type de document : texte imprimé Auteurs : Claire Diederich ; Caroline Gilbert Année de publication : 2022 Article en page(s) : p. 16-23 Langues : Français (fre) Mots-clés : émotion adaptation stress response tempérament learning Permalink : ./index.php?lvl=notice_display&id=100706
in Le Point vétérinaire > Vol.53 N°425/426 (janvier-février 2022) . - p. 16-23[article] PEUR, PHOBIE ET ANXIÉTÉ CHEZ LE CHIEN [texte imprimé] / Claire Diederich ; Caroline Gilbert . - 2022 . - p. 16-23.
Langues : Français (fre)
in Le Point vétérinaire > Vol.53 N°425/426 (janvier-février 2022) . - p. 16-23
Mots-clés : émotion adaptation stress response tempérament learning Permalink : ./index.php?lvl=notice_display&id=100706 Réservation
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DisponibleTechnology use to improve everyday occupations in older persons with mild dementia or mild cognitive impairment: A scoping review / Ann-Helen Patomella in The British Journal of Occupational Therapy, Vol.81 Issue 10 (Octobre 2018)
[article]
Titre : Technology use to improve everyday occupations in older persons with mild dementia or mild cognitive impairment: A scoping review Type de document : texte imprimé Auteurs : Ann-Helen Patomella ; Meryl Lovarini ; Eva Lindqvist ; Anders Kottorp ; Louise Nygard Année de publication : 2018 Article en page(s) : p. 555-565 Note générale : doi.org/10.1177/0308022618771533 Langues : Anglais (eng) Mots-clés : Assistive technology learning intervention Résumé : Introduction
Technology use is a highly relevant part of everyday occupations and difficulties can lead to challenges among older adults with cognitive impairments. The aim of this study was to review empirical studies reporting on the use of technology for improving performance in everyday occupations and evaluate the effect of training strategies in technology use in older people with mild-stage dementia or mild cognitive impairment.
Method
A scoping review methodology was used. Key databases were searched, covering January 2000 to October 2016, to identify studies, which were screened and assessed for inclusion.
Results
In total, 14 studies were included. Most studies used quantitative designs with small sample sizes. The methods used to measure performance in everyday occupations differed. Six studies focussed on the use of technology for improving performance. Eight studies evaluated the effect of training strategies in technology use.
Conclusion
Although positive effects of technology use and training in technology use have been reported for instrumental activities of daily living outcomes, the evidence supporting the use of technology in enhancing performance in occupations in people with mild-stage dementia or mild cognitive impairment is limited. Future studies should focus specifically on people with mild cognitive impairment, use more rigorous designs and include standardised methods.Permalink : ./index.php?lvl=notice_display&id=80268
in The British Journal of Occupational Therapy > Vol.81 Issue 10 (Octobre 2018) . - p. 555-565[article] Technology use to improve everyday occupations in older persons with mild dementia or mild cognitive impairment: A scoping review [texte imprimé] / Ann-Helen Patomella ; Meryl Lovarini ; Eva Lindqvist ; Anders Kottorp ; Louise Nygard . - 2018 . - p. 555-565.
doi.org/10.1177/0308022618771533
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol.81 Issue 10 (Octobre 2018) . - p. 555-565
Mots-clés : Assistive technology learning intervention Résumé : Introduction
Technology use is a highly relevant part of everyday occupations and difficulties can lead to challenges among older adults with cognitive impairments. The aim of this study was to review empirical studies reporting on the use of technology for improving performance in everyday occupations and evaluate the effect of training strategies in technology use in older people with mild-stage dementia or mild cognitive impairment.
Method
A scoping review methodology was used. Key databases were searched, covering January 2000 to October 2016, to identify studies, which were screened and assessed for inclusion.
Results
In total, 14 studies were included. Most studies used quantitative designs with small sample sizes. The methods used to measure performance in everyday occupations differed. Six studies focussed on the use of technology for improving performance. Eight studies evaluated the effect of training strategies in technology use.
Conclusion
Although positive effects of technology use and training in technology use have been reported for instrumental activities of daily living outcomes, the evidence supporting the use of technology in enhancing performance in occupations in people with mild-stage dementia or mild cognitive impairment is limited. Future studies should focus specifically on people with mild cognitive impairment, use more rigorous designs and include standardised methods.Permalink : ./index.php?lvl=notice_display&id=80268 Exemplaires (1)
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