RESUMEN
OBJECTIVE: To explore former residents' perceptions of their experience of direct supervision. DESIGN: Qualitative study using in-depth semistructured interviews. SETTING: Family practice unit (FPU) at Hôpital Laval in Quebec city, Que. PARTICIPANTS: Twelve physicians who had been practising for 2 to 5 years and who did their family medicine residency in the FPU at Hôpital Laval. METHOD: Twelve interviews lasting 1 to 2 hours conducted by someone with no connection to the teaching centre. Interviews were taped and transcribed in full. Results were analyzed using L'Ecuyer's developmental method. MAIN FINDINGS: The former residents thought direct supervision had helped them in relationships with patients and in getting to know themselves, and was still doing them good several years later. It was also a difficult and disturbing experience; it created performance anxiety, forcing residents into self-examination and allowing others to see them as they really are. Three things made the direct supervision process easier: a preparatory activity, a focus on learning rather than evaluation, and their supervisors' ability to adapt to their learning styles. CONCLUSION: The former residents appreciated direct supervision; in spite of the difficulties, it was worthwhile. This conclusion will encourage teachers to continue to be involved in direct supervision.
Asunto(s)
Medicina Familiar y Comunitaria/educación , Internado y Residencia , Relaciones Interprofesionales , Adulto , Curriculum , Femenino , Encuestas de Atención de la Salud , Humanos , Masculino , Competencia Profesional , Quebec , Estrés PsicológicoRESUMEN
The ability to exchange information is the basis of communication. For this reason, the dental team should be aware of the changes due to aging in the communication processes and their effect on relations with elderly patients. The author explains how to communicate with elderly patients in order to develop a better working relationship with them.
Asunto(s)
Comunicación , Cuidado Dental para Ancianos/psicología , Anciano , Relaciones Dentista-Paciente , HumanosRESUMEN
A study of knowledge and attitudes towards dental health of 666 youths in their early teens has been conducted in Quebec. Its purpose is to compare the effectiveness of two instructional approaches often used in dental health education: a sound and slide presentation or a verbal demonstration. This experiment also included a control group. The measures were two scores obtained from a knowledge and an attitude test, which were the two dependent variables. These measures were repeated on four occasions: pre-test, immediate post-test, post-test after two months, and post-test after six months. During the experimental months, no other form of dental education was given by community health workers. The statistically significant interaction of time with treatments allowed reaching the conclusion that the evolution of subjects was different according to the treatment they had received, considering both dependent variables simultaneously. The sound and slide presentation appeared to be better than the verbal presentation for improving dental knowledge in young adolescents. Both educational approaches enhanced adolescents' attitude towards better dental health for a short period, but results were no longer significant after two months, thus reinforcing the importance of repetition in dental health education. Measures for knowledge tests revealed significant differences between boys and girls.
Asunto(s)
Educación en Salud/métodos , Higiene Bucal , Psicología del Adolescente , Actitud Frente a la Salud , Recursos Audiovisuales , Niño , Evaluación Educacional , Femenino , Humanos , Masculino , Quebec , Distribución Aleatoria , EnseñanzaRESUMEN
This article illustrates the ability of MANOVA to analyze the data of a doubly multivariate repeated measures design study using the multivariate set up. The advantage of this statistical method is to evaluate the effect of time and treatments, and their interaction on many combined dependent variables. The difference in the evolution of scores obtained by repeated measures may then be assessed statistically, thus permitting us to evaluate the longitudinal dimension of the study. This analysis allows for more global conclusions simultaneously taking into account the different aspects of the study. The limits and uses of this statistical technique are also discussed.