34,714 research outputs found

    Technology in Practice (Section 2.31 of the Comprehensive Clinical Psychology: Vol. 2. Professional Issues)

    Full text link
    The contemporary practice of psychology requires a prudent balance of traditional and emerging communication methods. Interpersonal interactions in the context of human relationship (e.g., speech, emotional expressions, and nonverbal gestures) have been a vital part of emotional healing throughout many centuries, and research findings in the 1990s underscore the importance of relational factors in effective psychological interventions (Whiston & Sexton, 1993). In addition to the time honored interpersonal communication methods of professional psychology, rapid technological advances have propelled psychologists into another sphere of communication. Today\u27s professional psychologist is increasingly expected to attain mastery in both of these communication methods-the very old and the very new

    New perspectives - approaches to medical education at four new UK Medical Schools

    Get PDF
    To create more UK doctors, the government has funded an increase in medical student numbers of 57% (from 3749 to 5894)1 between 1998 and 2005. This has been done by increasing student places at existing medical schools; creating shortened programmes open to science graduates; “twinning” arrangements, which host an existing curriculum at a new site; and four entirely new schools (table 1). Through reflection on our experiences and the literature evidence, we examine to what extent these new schools have a common vision and approach to undergraduate medical education, and we discuss the rationale for and likely outcomes of these new ventures

    The words of the body: psychophysiological patterns in dissociative narratives

    Get PDF
    Trauma has severe consequences on both psychological and somatic levels, even affecting the genetic expression and the cell\u2019s DNA repair ability. A key mechanism in the understanding of clinical disorders deriving from trauma is identified in dissociation, as a primitive defense against the fragmentation of the self originated by overwhelming experiences. The dysregulation of the interpersonal patterns due to the traumatic experience and its detrimental effects on the body are supported by influent neuroscientific models such as Damasio\u2019s somatic markers and Porges\u2019 polyvagal theory. On the basis of these premises, and supported by our previous empirical observations on 40 simulated clinical sessions, we will discuss the longitudinal process of a brief psychodynamic psychotherapy (16 sessions, weekly frequency) with a patient who suffered a relational trauma. The research design consists of the collection of self-report and projective tests, pre-post therapy and after each clinical session, in order to assess personality, empathy, clinical alliance and clinical progress, along with the verbatim analysis of the transcripts trough the Psychotherapy Process Q-Set and the Collaborative Interactions Scale. Furthermore, we collected simultaneous psychophysiological measures of the therapeutic dyad: skin conductance and hearth rate. Lastly, we employed a computerized analysis of non-verbal behaviors to assess synchrony in posture and gestures. These automated measures are able to highlight moments of affective concordance and discordance, allowing for a deep understanding of the mutual regulations between the patient and the therapist. Preliminary results showed that psychophysiological changes in dyadic synchrony, observed in body movements, skin conductance and hearth rate, occurred within sessions during the discussion of traumatic experiences, with levels of attunement that changed in both therapist and the patient depending on the quality of the emotional representation of the experience. These results go in the direction of understanding the relational process in trauma therapy, using an integrative language in which both clinical and neurophysiological knowledge may take advantage of each other

    Perceptions of Integrating Immersive Virtual Reality Simulation as a Teaching Methodology in a Hospital Setting

    Get PDF
    Introduction As newly licensed nurses enter the workforce with limited experience and limited clinical reasoning skills, nursing educators must employ innovative strategies to teach graduate nurses how to identify and manage clinical deterioration – skills which are vital to saving lives and improving outcomes. Fully immersive Virtual Reality (VR), (also defined as Immersive VR) is one effective educational strategy available for hospital educators to use for preparing newly licensed nurses to recognize and manage clinical deterioration. Objective The purpose of this study was to explore perceptions of hospital-based nurse educators, simulation specialists, and nursing leaders with respect to integrating immersive VR to teach management of clinical deterioration to newly licensed nurses. The primary goal of this study was to assess the facilitators and barriers associated with integrating immersive VR. Methods A generic qualitative descriptive approach employing group and individual interviews was undertaken using purposive sampling of experienced hospital nursing educators, nurse simulation specialists and education department administrators. Data were analyzed using thematic analysis. Results Fifteen individual and one group interview were conducted using semi structured interviews. Participants indicated that use of immersive VR for educating newly licensed nurses could prove successful in their organizations if they had the proper resources, time to learn and develop the training modalities, create scenarios that were relevant to the learner’s needs, and financial/logistical support from the organization’s stakeholders. Conclusion Immersive VR may be an effective pedagogy for educating newly licensed nurses on managing clinical deterioration if sufficient resources are in place for its’ support

    Professional legal education in Scotland

    Get PDF
    Scotland is a small jurisdiction. With a legal profession of approximately 9000 solicitors and over 450 practicing advocates serving a population of around 5 million, our legal bar is smaller in size than the legal bar of many states in the United States.1 Our solutions to problems of professional education are appropriate to our jurisdictional size, our character, and our history. However, one theme of this Article is that common educational issues exist among jurisdictions despite differences in size or in legal structure. Another theme deals with a matter of particular concern in Scotland, namely the problem of educating for practice, and in particular creating the most effective forms of program and curriculum design for training and education at the professional stage. Part I of this Article summarizes the current Scottish professional legal education program, set in the context of the legal education and the legal profession generally. Part II illustrates some aspects of the professional education program with reference to a case study, the Diploma in Legal Practice at the Glasgow Graduate School of Law. Finally, this Article outlines some of the issues or themes from the Scottish experience that might be applicable to alternatives to the United States' Bar Exam

    Exploring The Lived Experiences Of Dental Hygiene Faculty Using Simulation With Dental Manikin Head Devices To Teach Local Anesthesia

    Get PDF
    This study employed a qualitative phenomenological methodology to explore the lived experiences of dental hygiene faculty using simulation with dental manikin head devices to teach local anesthesia. This study aimed to address the gap in the literature given the lack of discussion regarding dental manikin head simulation use in teaching local anesthesia within dental hygiene education. The purpose extended to explore if educators could guide students and ease anxieties by incorporating simulation in the development of treatment skills on a manikin before applying these skills to real-life interactions. John Dewey’s (1938) concept of interconnectedness between education and experience and David Kolb’s (1984) theory of experiential learning were the frameworks that directed this study. Eight semi-structured interviews were conducted to answer this study’s research questions. Four themes emerged from this study’s findings, including empowerment, beneficial preparation, concerns as a challenge, and support. This study’s participants reported their experiences related to the use of simulation with dental manikin head devices in teaching local anesthesia education and described the benefits and challenges in preparing students to administer local anesthesia. This research added additional perspective to the limited body of literature regarding the lived experiences of dental hygiene faculty using simulation with dental manikin head devices to teach local anesthesia. Findings implied that simulation training fosters faculty teaching methods and student development by easing student uncertainties, increasing confidence levels, and enhancing hands-on skills and critical thinking skills within a safer and less intimidating learning environment
    • 

    corecore