medical research paradigms

نویسندگان

m tavakol

چکیده

abstract purpose:     methods:     results:     conclusion:

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منابع مشابه

Research paradigms in medical education research.

CONTEXT The growing popularity of less familiar methodologies in medical education research, and the use of related data collection methods, has made it timely to revisit some basic assumptions regarding knowledge and evidence. METHODS This paper outlines four major research paradigms and examines the methodological questions that underpin the development of knowledge through medical educatio...

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research paradigms in public administration

the term paradigm has become a central issue in philosophy of science. increasing attention to paradigm in public administration, as a branch of social science, is also highlighted. this paper attempts to analysis seven paradigms in public administration research and to study ontological, epistemological, methodological, rhetorical and axiological assumptions of the each paradigm. finally, we b...

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Complementary research paradigms.

methodologies operate broadly within qualitative and/or quantitative paradigms. The simplest distinction between these two is that quantitative research methods involve enumeration, whereas qualitative research methods employ qualitative (non-numerical) judgements in exploration of the phenomena being studied. Behind this simple distinction lie deep philosophical differences. Quantitative resea...

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The foundations of research in Information Systems can be studied at least from the viewpoint of frameworks and paradigms. Information Systems (IS) researchers have argued for and against having a research framework in the IS field. Several descriptive and normative IS research frameworks have been suggested. Many IS researchers have been engaging into the debate concerning the core of the IS f...

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Methodological Paradigms in Educational Research

Martyn Hammersley, Professor of Educational and Social Research at the Open University September 2012

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عنوان ژورنال:
journal of medical education

جلد ۵، شماره ۲، صفحات ۰-۰

کلمات کلیدی
[ ' i n s t r u c t o r ' , ' g e n e r a l p r a c t i t i o n e r ' , ' t e a c h i n g ' , ' c l i n i c a l s k i l l s c o n s i d e r i n g t h e p o s i t i v e e f f e c t s o f t e a c h i n g o n i n s t r u c t o r s ' , ' t e a c h i n g c l i n i c a l s k i l l s b y g e n e r a l p r a c t i t i o n e r s c a n i n c r e a s e g e n e r a l p r a c t i t i o n e r s k n o w l e d g e a n d c l i n i c a l s k i l l s a n d i m p r o v e t h e i r m o r a l e . i t i s r e c o m m e n d e d t o t r a i n g e n e r a l p r a c t i t i o n e r s b o t h f o r t e a c h i n g s k i l l s a n d c l i n i c a l s k i l l s a n d c o n s i d e r t h i s ' , ' a s a n o p p o r t u n i t y f o r p h y s i c i a n s c o n t i n u i n g e d u c a t i o n . a f t e r c o d i n g t h e d a t a t o 3 8 m a i n s u b j e c t s ' , ' t h e y w e r e c l a s s i f i e d i n t o t h r e e m a i n c a t e g o r i e s i n c l u d i n g p r o f e s s i o n a l ' , ' p s y c h o l o g i c a l a n d s o c i a l e f f e c t s . t h e i n f l u e n c e o f t e a c h i n g o n p r o f e s s i o n a l p e r f o r m a n c e i n c l u d e d p e r f o r m i n g a t h o r o u g h a n d c o r r e c t p h y s i c a l e x a m i n a t i o n ' , ' t a k i n g a d e t a i l e d a n d c o r r e c t h i s t o r y ' , ' i n c r e a s i n g d e c i s i o n m a k i n g a b i l i t y a n d i n c r e a s i n g p r o f e s s i o n a l k n o w l e d g e . s o m e o f t h e p s y c h o l o g i c a l e f f e c t s w e r e i n c r e a s i n g s e l f c o n f i d e n c e ' , ' j o b s a t i s f a c t i o n a n d m o r a l e . t h e s o c i a l e f f e c t s o f t e a c h i n g w e r e i n c r e a s i n g s o c i a l c o n t a c t s ' , ' h a v i n g a r e l a t i o n s h i p w i t h a n a c a d e m i c e n v i r o n m e n t a n d h a v i n g a r e s p e c t f u l j o b . t h i s w a s p e r f o r m e d a s a q u a l i t a t i v e s t u d y . t h e r e s e a r c h p o p u l a t i o n c o n s i s t e d o f i n s t r u c t o r s o f i n t r o d u c t i o n t o c l i n i c a l m e d i c i n e w h o w e r e a l l g e n e r a l p r a c t i t i o n e r s a n d a c t e d a s f a c i l i t a t o r i n s m a l l g r o u p s w o r k i n g o n p h y s i c a l e x a m i n a t i o n a n d c a s e d i s c u s s i o n . t h e d a t a c o l l e c t i n g t o o l w a s a s e m i ' , ' s t r u c t u r e d i n t e r v i e w w h i c h w a s r e c o r d e d o n t h e t a p e . t h e n ' , ' t h e i n t e r v i e w s w e r e t r a n s c r i b e d a n d c o n f i r m e d b y i n t e r v i e w e e s a t t h e e n d . 1 0 i n s t r u c t o r s w e r e i n t e r v i e w e d . t h e d a t a w e r e a n a l y s e d a c c o r d i n g t o c o l a i z z i m o d e l . j o u r n a l o f m e d i c a l e d u c a t i o n x a 0 s u m m e r 2 0 0 4 ' , ' 5 ( 2 ) ' , 4 1 , ' 4 5 & ' , ' q u o t ' , ' i n t r o d u c t i o n t o c l i n i c a l m e d i c i n e & ' , ' q u o t ' , ' i n i s f a h a n u n i v e r s i t y o f m e d i c a l s c i e n c e s a n d h e a l t h s e r v i c e s i s a n i n i t i a t i v e i n w h i c h g e n e r a l p r a c t i t i o n e r s w o r k a s i n s t r u c t o r s a n d h a v e t h e o p p o r t u n i t y t o e x p e r i e n c e t e a c h i n g i n a d d i t i o n t o c l i n i c a l p r a c t i c e . s i n c e t e a c h i n g ' , ' a f f e c t s b o t h t e a c h e r a n d s t u d e n t s ' , ' t h i s s t u d y a i m s t o a s s e s s t h e i n f l u e n c e o f t e a c h i n g c l i n i c a l s k i l l s o n t h e i n s t r u c t o r s & ' , ' # 0 3 9 ' , ' p s y c h o l o g i c a l ' , ' s o c i a l a n d p r o f e s s i o n a l b e h a v i o u r . ' ]

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