subject:(0350)

University of Toronto

1. Wilkins, Lynn D. Rethinking Education: A Paradigm for Education for Sustainability.

Degree: 2011, University of Toronto

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In this thesis I will argue that the current predicament we find ourselves in of unsustainable practices can only be addressed through a fundamental shift… (more)

Subjects/Keywords: Education; Education for Sustainable Development; Sustainability; Education for Sustainability; Sustainable Education; Paulo Freire; 0998; 0350

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APA (6^th Edition):

Wilkins, L. D. (2011). Rethinking Education: A Paradigm for Education for Sustainability. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30111

Chicago Manual of Style (16^th Edition):

Wilkins, Lynn D. “Rethinking Education: A Paradigm for Education for Sustainability.” 2011. Masters Thesis, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/30111.

MLA Handbook (7^th Edition):

Wilkins, Lynn D. “Rethinking Education: A Paradigm for Education for Sustainability.” 2011. Web. 02 Mar 2021.

Vancouver:

Wilkins LD. Rethinking Education: A Paradigm for Education for Sustainability. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/30111.

Council of Science Editors:

Wilkins LD. Rethinking Education: A Paradigm for Education for Sustainability. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30111

University of Toronto

2. Kuehner, Zachary. Peace Through Health: Theory and Practice of the International Pediatric Emergency Medicine Elective (IPEME).

Degree: 2010, University of Toronto

URL: http://hdl.handle.net/1807/24592

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This thesis seeks to evaluate the International Pediatric Emergency Medicine Elective (IPEME) as a case study of a peace-through-health initiative. Using the reasoning of Scolnik… (more)

Subjects/Keywords: Peace Through Health; Medical Elective; Collaboration; Peacebuilding; Evaluation; IPEME; 0350; 0573; 0680

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APA (6^th Edition):

Kuehner, Z. (2010). Peace Through Health: Theory and Practice of the International Pediatric Emergency Medicine Elective (IPEME). (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/24592

Chicago Manual of Style (16^th Edition):

Kuehner, Zachary. “Peace Through Health: Theory and Practice of the International Pediatric Emergency Medicine Elective (IPEME).” 2010. Masters Thesis, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/24592.

MLA Handbook (7^th Edition):

Kuehner, Zachary. “Peace Through Health: Theory and Practice of the International Pediatric Emergency Medicine Elective (IPEME).” 2010. Web. 02 Mar 2021.

Vancouver:

Kuehner Z. Peace Through Health: Theory and Practice of the International Pediatric Emergency Medicine Elective (IPEME). [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/24592.

Council of Science Editors:

Kuehner Z. Peace Through Health: Theory and Practice of the International Pediatric Emergency Medicine Elective (IPEME). [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24592

3. St-Martin, Laurent Eskandar. Exploring a New Methodological Approach for Capturing the 'Slowing Down' Moments of Operative Practice.

Degree: 2014, University of Toronto

URL: http://hdl.handle.net/1807/44059

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The phenomenon of 'slowing down' in response to important cues in the operative field is proposed as a hallmark of expert surgical judgment. As part… (more)

Subjects/Keywords: surgical education; expertise; judgment; 0350; 0564

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APA (6^th Edition):

St-Martin, L. E. (2014). Exploring a New Methodological Approach for Capturing the 'Slowing Down' Moments of Operative Practice. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/44059

Chicago Manual of Style (16^th Edition):

St-Martin, Laurent Eskandar. “Exploring a New Methodological Approach for Capturing the 'Slowing Down' Moments of Operative Practice.” 2014. Masters Thesis, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/44059.

MLA Handbook (7^th Edition):

St-Martin, Laurent Eskandar. “Exploring a New Methodological Approach for Capturing the 'Slowing Down' Moments of Operative Practice.” 2014. Web. 02 Mar 2021.

Vancouver:

St-Martin LE. Exploring a New Methodological Approach for Capturing the 'Slowing Down' Moments of Operative Practice. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/44059.

Council of Science Editors:

St-Martin LE. Exploring a New Methodological Approach for Capturing the 'Slowing Down' Moments of Operative Practice. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/44059

University of Toronto

4. Hagemann, Eric. Role of Simulation in Rehabilitation: The Effectiveness of Model Hands When Learning to Make Othoses.

Degree: 2009, University of Toronto

URL: http://hdl.handle.net/1807/17509

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Simulation has not been extensively studied for teaching rehabilitation practitioners technical skills. The purpose of this study is to test the efficacy of an artificial… (more)

Subjects/Keywords: Simulation; Education; Rehabilitation; Orthoses; Motor learning; 0350

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APA (6^th Edition):

Hagemann, E. (2009). Role of Simulation in Rehabilitation: The Effectiveness of Model Hands When Learning to Make Othoses. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/17509

Chicago Manual of Style (16^th Edition):

Hagemann, Eric. “Role of Simulation in Rehabilitation: The Effectiveness of Model Hands When Learning to Make Othoses.” 2009. Masters Thesis, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/17509.

MLA Handbook (7^th Edition):

Hagemann, Eric. “Role of Simulation in Rehabilitation: The Effectiveness of Model Hands When Learning to Make Othoses.” 2009. Web. 02 Mar 2021.

Vancouver:

Hagemann E. Role of Simulation in Rehabilitation: The Effectiveness of Model Hands When Learning to Make Othoses. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/17509.

Council of Science Editors:

Hagemann E. Role of Simulation in Rehabilitation: The Effectiveness of Model Hands When Learning to Make Othoses. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/17509

University of Toronto

5. Moore, Jennifer Bronwen. Walking (or Jogging) the Talk: Healthcare Professionals' Experiences of Taking Care of their Own Health.

Degree: 2010, University of Toronto

URL: http://hdl.handle.net/1807/25664

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Many healthcare providers are at risk of compassion fatigue and burnout from prolonged occupational stress, which can adversely affect workers, patients, and the healthcare system.… (more)

Subjects/Keywords: healthcare professional; self-care; arts-informed research; wellness; healthcare worker; health promotion; compassion fatigue; burnout; 0350; 0354; 0566

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APA (6^th Edition):

Moore, J. B. (2010). Walking (or Jogging) the Talk: Healthcare Professionals' Experiences of Taking Care of their Own Health. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25664

Chicago Manual of Style (16^th Edition):

Moore, Jennifer Bronwen. “Walking (or Jogging) the Talk: Healthcare Professionals' Experiences of Taking Care of their Own Health.” 2010. Masters Thesis, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/25664.

MLA Handbook (7^th Edition):

Moore, Jennifer Bronwen. “Walking (or Jogging) the Talk: Healthcare Professionals' Experiences of Taking Care of their Own Health.” 2010. Web. 02 Mar 2021.

Vancouver:

Moore JB. Walking (or Jogging) the Talk: Healthcare Professionals' Experiences of Taking Care of their Own Health. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/25664.

Council of Science Editors:

Moore JB. Walking (or Jogging) the Talk: Healthcare Professionals' Experiences of Taking Care of their Own Health. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25664

University of Toronto

6. Rolston, Imara. A Conversation about Conversations: Dialogue Based Methodology And HIV/AIDS In Sub-Saharan Africa.

Degree: 2010, University of Toronto

URL: http://hdl.handle.net/1807/25672

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The world’s understanding of HIV/AIDS is grounded in biomedicine and shaped by cognitive psychology. Both biomedicine and cognitive psychology bonded with historically top-down development mechanisms… (more)

Subjects/Keywords: HIV/AIDS; Sub-Saharan Africa; HIV/ AIDS Prevention; Dialogue; Community Capacity Enhancement; Structural Violence; 0680; 0350

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APA (6^th Edition):

Rolston, I. (2010). A Conversation about Conversations: Dialogue Based Methodology And HIV/AIDS In Sub-Saharan Africa. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25672

Chicago Manual of Style (16^th Edition):

Rolston, Imara. “A Conversation about Conversations: Dialogue Based Methodology And HIV/AIDS In Sub-Saharan Africa.” 2010. Masters Thesis, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/25672.

MLA Handbook (7^th Edition):

Rolston, Imara. “A Conversation about Conversations: Dialogue Based Methodology And HIV/AIDS In Sub-Saharan Africa.” 2010. Web. 02 Mar 2021.

Vancouver:

Rolston I. A Conversation about Conversations: Dialogue Based Methodology And HIV/AIDS In Sub-Saharan Africa. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/25672.

Council of Science Editors:

Rolston I. A Conversation about Conversations: Dialogue Based Methodology And HIV/AIDS In Sub-Saharan Africa. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25672

7. Whitehead, Cynthia Ruth. The Good Doctor in Medical Education 1910-2010: A Critical Discourse Analysis.

Degree: 2011, University of Toronto

URL: http://hdl.handle.net/1807/32161

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Ideas of what constitutes a good doctor underlie decisions about medical student selection, as well as curriculum design and the structure of medical education at… (more)

Subjects/Keywords: medical education; critical discourse analysis; 0350

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APA (6^th Edition):

Whitehead, C. R. (2011). The Good Doctor in Medical Education 1910-2010: A Critical Discourse Analysis. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/32161

Chicago Manual of Style (16^th Edition):

Whitehead, Cynthia Ruth. “The Good Doctor in Medical Education 1910-2010: A Critical Discourse Analysis.” 2011. Doctoral Dissertation, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/32161.

MLA Handbook (7^th Edition):

Whitehead, Cynthia Ruth. “The Good Doctor in Medical Education 1910-2010: A Critical Discourse Analysis.” 2011. Web. 02 Mar 2021.

Vancouver:

Whitehead CR. The Good Doctor in Medical Education 1910-2010: A Critical Discourse Analysis. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/32161.

Council of Science Editors:

Whitehead CR. The Good Doctor in Medical Education 1910-2010: A Critical Discourse Analysis. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/32161

Kansas State University

8. Angolo, Caleb Mwakha. Food safety knowledge, beliefs and self-reported handling practices of international college students at a Midwestern University.

Degree: MS, Department of Hospitality Management and Dietetics, 2011, Kansas State University

URL: http://hdl.handle.net/2097/8865

► International college students are becoming a sizable part of the overall college student population in American universities. Studies show that these students come to the… (more)

▼ International college students are becoming a sizable part of the overall college student population in American universities. Studies show that these students come to the United States (U.S) with food habits that could be in variance with the U.S. food safety norms. While food safety in the U.S. is among the safest in the world, foodborne illness has remained a growing concern. Food experts are showing increasing concern about how food habits associated with cultural and ethnic norms are impacting basic food safety practices in the U.S. While minimal research regarding food safety has been conducted with college students in general, no studies have sought to understand food safety practices among international college students. This study investigated self-reported food safety practices of international college students. Specific objectives included: determine international college students’ knowledge regarding basic food safety principles, evaluate international college students’ belief towards food safety, and examine international students’ current food safety practices. The target population was international college students at Kansas State University. An online survey system was used to administer the questionnaires. The respondents were allowed two weeks to complete the questionnaires. To facilitate a higher response rate, two email reminders were sent, the first after one week and another two days prior to the expiration date. SPSS (version 17.0) was used for data analysis. Descriptive statistics were computed to understand the nature of data and provide characteristics of international college students in the study. Independent Samples t-tests were used to examine differences between demographic characteristics. A One-way ANOVA was used to identify differences in food safety knowledge and food handling practices among different ethnic groups regarding food safety. The Pearson correlation coefficient was used to measure association between variables. The majority of the respondents did not answer correctly questions related to cooking foods adequately and keeping foods at safe temperatures. The study suggests that most participants had beliefs that enhanced good safety practices. Respondents rarely practiced using a thermometer to determine correct temperatures of cooked foods or using separate cutting boards when preparing raw and ready-to-eat foods. They also reported using towels that were available to others to dry their hands. No significant differences were found between training and self-reported food safety handling practices. Advisors/Committee Members: Kevin R. Roberts.

Subjects/Keywords: Food Safety; Knowledge Behavior Beliefs College Students; Health Sciences, Education (0350); Home Economics (0386); Home Economics Education (0278)

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APA (6^th Edition):

Angolo, C. M. (2011). Food safety knowledge, beliefs and self-reported handling practices of international college students at a Midwestern University. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/8865

Chicago Manual of Style (16^th Edition):

Angolo, Caleb Mwakha. “Food safety knowledge, beliefs and self-reported handling practices of international college students at a Midwestern University.” 2011. Masters Thesis, Kansas State University. Accessed March 02, 2021. http://hdl.handle.net/2097/8865.

MLA Handbook (7^th Edition):

Angolo, Caleb Mwakha. “Food safety knowledge, beliefs and self-reported handling practices of international college students at a Midwestern University.” 2011. Web. 02 Mar 2021.

Vancouver:

Angolo CM. Food safety knowledge, beliefs and self-reported handling practices of international college students at a Midwestern University. [Internet] [Masters thesis]. Kansas State University; 2011. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/2097/8865.

Council of Science Editors:

Angolo CM. Food safety knowledge, beliefs and self-reported handling practices of international college students at a Midwestern University. [Masters Thesis]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/8865

9. Westervelt, Karen C. Navigating postprofessional physical therapist education.

Degree: 2017, Bond University

URL: https://epublications.bond.edu.au/theses/177

► Postprofessional education for physical therapists (also known as physiotherapists) is vitally important. It enables the clinician to gain confidence and satisfaction at work, helps the… (more)

Subjects/Keywords: Physiotherapist; postprofessional education; physical therapist; mentoring; confidence; critical thinking; international collaboration; globalization; accessibility; education.; Health Sciences, Education (0350); Interprofessional Education; Medical Education; Physical Therapy

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APA (6^th Edition):

Westervelt, K. C. (2017). Navigating postprofessional physical therapist education. (Thesis). Bond University. Retrieved from https://epublications.bond.edu.au/theses/177

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Westervelt, Karen C. “Navigating postprofessional physical therapist education.” 2017. Thesis, Bond University. Accessed March 02, 2021. https://epublications.bond.edu.au/theses/177.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Westervelt, Karen C. “Navigating postprofessional physical therapist education.” 2017. Web. 02 Mar 2021.

Vancouver:

Westervelt KC. Navigating postprofessional physical therapist education. [Internet] [Thesis]. Bond University; 2017. [cited 2021 Mar 02]. Available from: https://epublications.bond.edu.au/theses/177.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Westervelt KC. Navigating postprofessional physical therapist education. [Thesis]. Bond University; 2017. Available from: https://epublications.bond.edu.au/theses/177

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Alajmi, Noura. Factors That Influence Performance in a Problem-based Learning Tutorial.

Degree: 2014, Bond University

URL: https://epublications.bond.edu.au/theses/93

► This thesis has two aims. First, it examines the influence of four demographic characteristics (gender, age, educational level, home language) of the students in the… (more)

Subjects/Keywords: Medical education; Problem-based learning.; Health Sciences, Education (0350)

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APA (6^th Edition):

Alajmi, N. (2014). Factors That Influence Performance in a Problem-based Learning Tutorial. (Thesis). Bond University. Retrieved from https://epublications.bond.edu.au/theses/93

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Alajmi, Noura. “Factors That Influence Performance in a Problem-based Learning Tutorial.” 2014. Thesis, Bond University. Accessed March 02, 2021. https://epublications.bond.edu.au/theses/93.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Alajmi, Noura. “Factors That Influence Performance in a Problem-based Learning Tutorial.” 2014. Web. 02 Mar 2021.

Vancouver:

Alajmi N. Factors That Influence Performance in a Problem-based Learning Tutorial. [Internet] [Thesis]. Bond University; 2014. [cited 2021 Mar 02]. Available from: https://epublications.bond.edu.au/theses/93.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alajmi N. Factors That Influence Performance in a Problem-based Learning Tutorial. [Thesis]. Bond University; 2014. Available from: https://epublications.bond.edu.au/theses/93

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Patel, Priyanka Hitesh. Pressures to 'Measure Up' in Surgical Training: Managing One's Impression and Managing One's Patient.

Degree: 2014, University of Toronto

URL: http://hdl.handle.net/1807/44052

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The surgical culture values certainty and confidence, and this was proposed to be a source of internal conflict for surgeons, particularly during times of stress… (more)

Subjects/Keywords: Medical Education; Surgery; Impression Management; Surgical Culture; Residency; 0564; 0350

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APA (6^th Edition):

Patel, P. H. (2014). Pressures to 'Measure Up' in Surgical Training: Managing One's Impression and Managing One's Patient. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/44052

Chicago Manual of Style (16^th Edition):

Patel, Priyanka Hitesh. “Pressures to 'Measure Up' in Surgical Training: Managing One's Impression and Managing One's Patient.” 2014. Masters Thesis, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/44052.

MLA Handbook (7^th Edition):

Patel, Priyanka Hitesh. “Pressures to 'Measure Up' in Surgical Training: Managing One's Impression and Managing One's Patient.” 2014. Web. 02 Mar 2021.

Vancouver:

Patel PH. Pressures to 'Measure Up' in Surgical Training: Managing One's Impression and Managing One's Patient. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/44052.

Council of Science Editors:

Patel PH. Pressures to 'Measure Up' in Surgical Training: Managing One's Impression and Managing One's Patient. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/44052

Université de Montréal

12. Leclerc, Andrée-Anne. Évaluation de l’acceptabilité du test de concordance de script : une étude nationale chez les résidents en oto-rhino-laryngologie.

Degree: 2018, Université de Montréal

URL: http://hdl.handle.net/1866/20504

Subjects/Keywords: Script; Concordance; Raisonnement; Acceptabilité; Oto-rhino-laryngologie; Reasoning; Acceptability; Otolaryngology; Health Sciences - Education / Sciences de la santé - Enseignement (UMI : 0350)

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APA (6^th Edition):

Leclerc, A. (2018). Évaluation de l’acceptabilité du test de concordance de script : une étude nationale chez les résidents en oto-rhino-laryngologie. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/20504

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Leclerc, Andrée-Anne. “Évaluation de l’acceptabilité du test de concordance de script : une étude nationale chez les résidents en oto-rhino-laryngologie.” 2018. Thesis, Université de Montréal. Accessed March 02, 2021. http://hdl.handle.net/1866/20504.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Leclerc, Andrée-Anne. “Évaluation de l’acceptabilité du test de concordance de script : une étude nationale chez les résidents en oto-rhino-laryngologie.” 2018. Web. 02 Mar 2021.

Vancouver:

Leclerc A. Évaluation de l’acceptabilité du test de concordance de script : une étude nationale chez les résidents en oto-rhino-laryngologie. [Internet] [Thesis]. Université de Montréal; 2018. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1866/20504.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Leclerc A. Évaluation de l’acceptabilité du test de concordance de script : une étude nationale chez les résidents en oto-rhino-laryngologie. [Thesis]. Université de Montréal; 2018. Available from: http://hdl.handle.net/1866/20504

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

13. Fan, Mark. Measuring the Impact of Human Factors and Education Informed Training on the Safety and Efficiency of Smart Infusion Technology.

Degree: 2009, University of Toronto

URL: http://hdl.handle.net/1807/18262

►

This thesis evaluated the effects of two types of training on nurses’ ability to safely and efficiently administer IV medications using a smart infusion pump.… (more)

Subjects/Keywords: human factors; education; training; infusion pump; redesign; usability; simulation; intravenous; medical error; medication error; 0541; 0710; 0350

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APA (6^th Edition):

Fan, M. (2009). Measuring the Impact of Human Factors and Education Informed Training on the Safety and Efficiency of Smart Infusion Technology. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18262

Chicago Manual of Style (16^th Edition):

Fan, Mark. “Measuring the Impact of Human Factors and Education Informed Training on the Safety and Efficiency of Smart Infusion Technology.” 2009. Masters Thesis, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/18262.

MLA Handbook (7^th Edition):

Fan, Mark. “Measuring the Impact of Human Factors and Education Informed Training on the Safety and Efficiency of Smart Infusion Technology.” 2009. Web. 02 Mar 2021.

Vancouver:

Fan M. Measuring the Impact of Human Factors and Education Informed Training on the Safety and Efficiency of Smart Infusion Technology. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/18262.

Council of Science Editors:

Fan M. Measuring the Impact of Human Factors and Education Informed Training on the Safety and Efficiency of Smart Infusion Technology. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18262

14. Girard-Pearlman, Jeannine. Between the Idea and the Reality: An Intersectional Anlaysis of the Challenges of Teaching Health Advocacy as a Means to Achieve Social Responsibility in Medicine.

Degree: 2013, University of Toronto

URL: http://hdl.handle.net/1807/35830

►

Canada, like other countries around the world, has health inequities. The literature on social accountability and responsibility urges medical schools to be grounded in the… (more)

▼

Canada, like other countries around the world, has health inequities. The literature on social accountability and responsibility urges medical schools to be grounded in the needs of communities to address health inequities. The Canadian professional and regulatory bodies promote the CanMEDS Competencies of which one, the Health Advocate Competency, speaks of addressing community issues. Yet medical schools face challenges actualizing social responsibility and teaching the Health Advocate Competency. Therefore it is important to understand how the teaching of health advocacy and social responsibility is incorporated into the undergraduate curricula of self-defined socially responsible medical schools in Canada. In this study, mixed methods were used beginning with a semi-structured questionnaire administered to undergraduate Course Directors at two medical schools in Canada with a response rate of 74% (n=60). This was followed by a series of open-ended interviews with eleven equity leaders to bring their perspective into the data collection and establish knowledge about frontline intersectional equity work. The major theoretical lens encircling this work was intersectionality which examines historical oppression and how the intersection of gender, race, and class compound health inequities. Questionnaire results made it clear that biomedical ideology and the CanMEDS Medical Expert Competency were privileged in the undergraduate curriculum at the expense of other knowledge such as health advocacy and social responsibility. The objective biomedical discourse ignores or marginalizes important social influences on health which are highlighted by using an intersectional lens. The semi-structured interviews provided rich data about working in an intersectional equity framework highlighting the impact of the intersections of race, gender, class and other identities on health inequities. These interviews also demonstrate the importance of health advocacy in improving health care outcomes and addressing social responsibility. Incorporating intersectionality into previously accepted assessment tools for physicians adds an important dimension to the health care encounter. Explicitly embedding social responsibility and health advocacy in the medical school mission and curriculum is essential to their acceptance. A series of supporting recommendations are offered.

PhD

Advisors/Committee Members: Magnusson, Jamie Lynn, Leadership, Higher Education and Adult Education.

Subjects/Keywords: health advocacy; social responsibility; intersectionality; medical schools; determinants of health; medical education; 0680; 0745; 0350

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APA (6^th Edition):

Girard-Pearlman, J. (2013). Between the Idea and the Reality: An Intersectional Anlaysis of the Challenges of Teaching Health Advocacy as a Means to Achieve Social Responsibility in Medicine. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35830

Chicago Manual of Style (16^th Edition):

Girard-Pearlman, Jeannine. “Between the Idea and the Reality: An Intersectional Anlaysis of the Challenges of Teaching Health Advocacy as a Means to Achieve Social Responsibility in Medicine.” 2013. Doctoral Dissertation, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/35830.

MLA Handbook (7^th Edition):

Girard-Pearlman, Jeannine. “Between the Idea and the Reality: An Intersectional Anlaysis of the Challenges of Teaching Health Advocacy as a Means to Achieve Social Responsibility in Medicine.” 2013. Web. 02 Mar 2021.

Vancouver:

Girard-Pearlman J. Between the Idea and the Reality: An Intersectional Anlaysis of the Challenges of Teaching Health Advocacy as a Means to Achieve Social Responsibility in Medicine. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/35830.

Council of Science Editors:

Girard-Pearlman J. Between the Idea and the Reality: An Intersectional Anlaysis of the Challenges of Teaching Health Advocacy as a Means to Achieve Social Responsibility in Medicine. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35830

University of Toronto

15. Raykov, Milosh M. Underemployment and Health-related Quality of Life.

Degree: 2009, University of Toronto

URL: http://hdl.handle.net/1807/19161

►

Considering the increasing levels of unemployment and underemployment, and the limited evidence concerning the impact of underemployment on health, my study examines the relations between… (more)

▼

Considering the increasing levels of unemployment and underemployment, and the limited evidence concerning the impact of underemployment on health, my study examines the relations between subjective, objective, and time-related underemployment and employees’ health-related quality of life, as manifested through self-rated health, activity limitations and work-related stress. The study compares an expanded model of work-health relations that, along with the factors addressed by control-demand, and social capital theories, includes characteristics of the physical work environment, and employees’ economic class. In addition to the commonly examined factors related to employment and health (control-demand and social capital), my study explores the impact of the work environment (hazards, discomfort and physical demands) and economic class to determine the specific effects of underemployment on an employee’s health-related quality of life. My main argument is that underemployment, in conjunction with lower economic class, higher exposure to a harmful work environment, lack of control over work, and lower social capital, contributes to increased work-related stress and diminishes health-related quality of life. The study applies a mixed methodological approach based on data from the Canadian Work and Lifelong Learning Survey and the US General Social Survey, and qualitative analysis of interviews from the Ontario Survey on Education-Job Requirements Matching. Evidence based on cross-sectional and qualitative data analysis provides consistent findings and confirms the main assumption that high levels of underemployment have a significant effect on employees’ health-related quality of life. The study shows that employees’ economic class, characteristics of work environment and control over work carry the highest associations with health-related quality of life, while underemployment has a significant additive association with health-related quality of life, most importantly with work-related stress.

PhD

Advisors/Committee Members: Livingstone, David W., Sociology and Equity Studies in Education.

Subjects/Keywords: Underemployment; Health-related Quality of Life; Work Environment; Occupational Health; Work-Related Stress; 0629; 0354; 0350

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APA (6^th Edition):

Raykov, M. M. (2009). Underemployment and Health-related Quality of Life. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/19161

Chicago Manual of Style (16^th Edition):

Raykov, Milosh M. “Underemployment and Health-related Quality of Life.” 2009. Doctoral Dissertation, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/19161.

MLA Handbook (7^th Edition):

Raykov, Milosh M. “Underemployment and Health-related Quality of Life.” 2009. Web. 02 Mar 2021.

Vancouver:

Raykov MM. Underemployment and Health-related Quality of Life. [Internet] [Doctoral dissertation]. University of Toronto; 2009. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/19161.

Council of Science Editors:

Raykov MM. Underemployment and Health-related Quality of Life. [Doctoral Dissertation]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/19161

University of Toronto

16. Brydges, Ryan. A Critical Reappraisal of Self-learning in Health Professions Education: Directed Self-guided Learning Using Simulation Modalities.

Degree: 2009, University of Toronto

URL: http://hdl.handle.net/1807/19178

►

Context: Self-learning (i.e., students learning independently) and clinical simulation are essential components in contemporary health professions education (HPE). Self-learning is discussed often, yet the concept… (more)

▼

Context: Self-learning (i.e., students learning independently) and clinical simulation are essential components in contemporary health professions education (HPE). Self-learning is discussed often, yet the concept is seldom the target of rigorous study. Likewise, simulation modalities are abundant, though educational theory that guides their use in HPE remains elusive. Objectives: This dissertation investigates the effects of directed self-guided learning (DSGL) on novice health professions students’ skill acquisition, retention, and transfer in the context of simulation-based education. The objective is to explore how the combination of external direction and student self-guidance influences: students’ cognitive and metacognitive processes, students’ interactions with the learning environment and available resources, and how students learn in different DSGL contexts. Methods: Three research studies used randomized, controlled experimental designs to address five hypotheses. All studies included a performance assessment one-week after the initial practice session that evaluated skill retention and/or skill transfer. Data analysis employed univariate and multivariate analyses of variance and correlational techniques. Results: Regarding students’ cognitive and metacognitive processes, the data show a relation between DSGL and goal-setting. The results suggest that self-guided students benefit when they are directed to set goals related to performance processes, rather than performance outcomes. Regarding the learning environment, when students are directed to practice on simulators that increase progressively in fidelity (i.e., realism) they self-guide their advancement between those simulators effectively and display successful skill transfer. Finally, self-guided students that controlled their learning progression and learning sequence selected the theoretically most appropriate practice schedule (i.e., progressive learning). Students in this latter group seemed able, surprisingly, to direct their own self-guidance. Conclusions: This dissertation adds support to the hypothesis that self-guided students benefit due to their autonomy in controlling practice conditions to meet their own learning needs. Thus, the question of whether or not DSGL is effective, becomes how best to augment the DSGL experience. The instructional design of elements such as goals lists and task structuring (e.g., progressive increases in simulator fidelity) represent techniques that an educator can use to fulfill the role of director in a student’s SGL.

PhD

Advisors/Committee Members: Dubrowski, Adam, Carnahan, Heather, Medical Science.

Subjects/Keywords: simulation; goal setting; metacognition; health professions education; self-monitoring; directed self-guided learning; 0350; 0525

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APA (6^th Edition):

Brydges, R. (2009). A Critical Reappraisal of Self-learning in Health Professions Education: Directed Self-guided Learning Using Simulation Modalities. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/19178

Chicago Manual of Style (16^th Edition):

Brydges, Ryan. “A Critical Reappraisal of Self-learning in Health Professions Education: Directed Self-guided Learning Using Simulation Modalities.” 2009. Doctoral Dissertation, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/19178.

MLA Handbook (7^th Edition):

Brydges, Ryan. “A Critical Reappraisal of Self-learning in Health Professions Education: Directed Self-guided Learning Using Simulation Modalities.” 2009. Web. 02 Mar 2021.

Vancouver:

Brydges R. A Critical Reappraisal of Self-learning in Health Professions Education: Directed Self-guided Learning Using Simulation Modalities. [Internet] [Doctoral dissertation]. University of Toronto; 2009. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/19178.

Council of Science Editors:

Brydges R. A Critical Reappraisal of Self-learning in Health Professions Education: Directed Self-guided Learning Using Simulation Modalities. [Doctoral Dissertation]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/19178

17. Dale, Craig M. Locating Critical Care Nurses in Mouth Care: An Institutional Ethnography.

Degree: 2013, University of Toronto

URL: http://hdl.handle.net/1807/43531

►

Intubated and mechanically ventilated patients are vulnerable to respiratory tract infections. In response, the Ontario government has recently mandated surveillance and reporting of ventilator-associated pneumonia… (more)

▼

Intubated and mechanically ventilated patients are vulnerable to respiratory tract infections. In response, the Ontario government has recently mandated surveillance and reporting of ventilator-associated pneumonia (VAP). Serious respiratory infections, and the related costs of additional care can be reduced in part, through oral hygiene. However, the literature asserts that oral care is neglected in busy, high-tech settings. Despite these concerns, little research has examined how mouth care happens in the critical care unit. The purpose of this institutional ethnography (IE) was to explore the social organization of mouth care in one critical care unit in Ontario, Canada. As a reflexive and critical method of inquiry, IE focuses on features of everyday life that often go unnoticed. In paying special attention to texts, the ethnographer traces how institutional forces that arrive from outside the practice setting coordinate experiences and activities. Inquiry began in the field with day/night participant observation to better understand the particularities of nursing care for orally intubated patients. Other data sources included reflexive fieldnotes, stakeholder interviews, and transcripts as well as work documents and artifacts. Over time, the analysis shifted from the critical care unit to the larger social context of Ontario’s Critical Care Transformation Strategy. Analysis traced the discursive and translocal social relations that permeate nursing work. Findings revealed a disjuncture between the ideals of VAP prevention and the actualities of mouth care. Tensions and contradictions emerged as nurses described their location within an expansive accountability network: nursing duties now extend beyond oral care to a controversial project of epidemiological surveillance. Patient comfort and safety now rest upon a hidden nursing agenda to overcome limited time, training and tools in oral care. Nurses worried that the effectiveness of preventative oral care was inhibited by technical problems of application that remain uninvestigated and unresolved. As a counterpoint to assertions that oral care is neglected, this study demonstrates how nursing knowledge and agency is obscured. Because international infection-prevention guidelines increasingly endorse oral care, novel research investigating the practice problems nurses encounter is warranted.

PhD

Advisors/Committee Members: Angus, Janet Elizabeth, Nursing Science.

Subjects/Keywords: oral hygiene; mouth care; ventilator-associated pneumonia; institutional ethnography; critical care; intensive care; nursing; 0569; 0350

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APA (6^th Edition):

Dale, C. M. (2013). Locating Critical Care Nurses in Mouth Care: An Institutional Ethnography. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43531

Chicago Manual of Style (16^th Edition):

Dale, Craig M. “Locating Critical Care Nurses in Mouth Care: An Institutional Ethnography.” 2013. Doctoral Dissertation, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/43531.

MLA Handbook (7^th Edition):

Dale, Craig M. “Locating Critical Care Nurses in Mouth Care: An Institutional Ethnography.” 2013. Web. 02 Mar 2021.

Vancouver:

Dale CM. Locating Critical Care Nurses in Mouth Care: An Institutional Ethnography. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/43531.

Council of Science Editors:

Dale CM. Locating Critical Care Nurses in Mouth Care: An Institutional Ethnography. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43531

Kansas State University

18. Long, Emily Ann. Classroom lighting design for students with autism spectrum disorders.

Degree: MS, Department of Architectural Engineering and Construction Science, 2010, Kansas State University

URL: http://hdl.handle.net/2097/6915

► Autism Spectrum Disorders, (ASD) are being diagnosed at an alarming rate. Students with ASD face many challenges in educational environments and struggle to overcome daily… (more)

Subjects/Keywords: Autism; Fluorescent; Lighting; Incandescent; Flicker; Engineering, Electronics and Electrical (0544); Health Sciences, Education (0350)

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APA (6^th Edition):

Long, E. A. (2010). Classroom lighting design for students with autism spectrum disorders. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/6915

Chicago Manual of Style (16^th Edition):

Long, Emily Ann. “Classroom lighting design for students with autism spectrum disorders.” 2010. Masters Thesis, Kansas State University. Accessed March 02, 2021. http://hdl.handle.net/2097/6915.

MLA Handbook (7^th Edition):

Long, Emily Ann. “Classroom lighting design for students with autism spectrum disorders.” 2010. Web. 02 Mar 2021.

Vancouver:

Long EA. Classroom lighting design for students with autism spectrum disorders. [Internet] [Masters thesis]. Kansas State University; 2010. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/2097/6915.

Council of Science Editors:

Long EA. Classroom lighting design for students with autism spectrum disorders. [Masters Thesis]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/6915

19. Nightingale, Sarah. Culturally sensitive and community-based HIV/AIDS prevention messages for African American women.

Degree: MS, Department of Journalism and Mass Communications, 2008, Kansas State University

URL: http://hdl.handle.net/2097/813

► African American women account for almost two thirds of all women living with HIV/AIDS in the United States. These epidemiological data highlight a critical need… (more)

Subjects/Keywords: HIV/AIDS; communication; culture; Information-Motivation-Behavioral skills; Health Sciences, Education (0350); Mass Communications (0708)

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APA (6^th Edition):

Nightingale, S. (2008). Culturally sensitive and community-based HIV/AIDS prevention messages for African American women. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/813

Chicago Manual of Style (16^th Edition):

Nightingale, Sarah. “Culturally sensitive and community-based HIV/AIDS prevention messages for African American women.” 2008. Masters Thesis, Kansas State University. Accessed March 02, 2021. http://hdl.handle.net/2097/813.

MLA Handbook (7^th Edition):

Nightingale, Sarah. “Culturally sensitive and community-based HIV/AIDS prevention messages for African American women.” 2008. Web. 02 Mar 2021.

Vancouver:

Nightingale S. Culturally sensitive and community-based HIV/AIDS prevention messages for African American women. [Internet] [Masters thesis]. Kansas State University; 2008. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/2097/813.

Council of Science Editors:

Nightingale S. Culturally sensitive and community-based HIV/AIDS prevention messages for African American women. [Masters Thesis]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/813

20. Updyke, Natalie J. Increasing physical activity levels among girls in Russia: a cross-over trial.

Degree: MPH, Human Nutrition, 2015, Kansas State University

URL: http://hdl.handle.net/2097/20422

► Background: Children who obtain insufficient physical activity (PA) have increased risk for chronic diseases. From childhood to adolescence, there is typically a decline in overall… (more)

▼ Background: Children who obtain insufficient physical activity (PA) have increased risk for chronic diseases. From childhood to adolescence, there is typically a decline in overall PA, with a more rapid decline in girls, at a younger age. The objective of this study was to determine the impact of two types of organized PA instructional conditions (structured no-choice, structured choice) on girls’ PA levels, as compared to free-play at a summer camp in Russia. We hypothesized that free-play would elicit the highest levels of PA. Methods: This study used a within-subjects cross-over trial design. Thirty-two girls (aged 10.7± 0.6yr; BMI percentile 47± 31%) at a Russian summer camp, attended daily 35-minute PA sessions for three weeks. Using the evidence-based Coordinated Approach to Child Health physical activity box, three PA instructional conditions (structured choice, structured no-choice, free-play) were implemented each day. Actical PA monitors collected step count and PA intensity data. Mixed model ANOVAs were used to assess differences in step counts and percentage of time in Moderate to Vigorous Physical Activity (MVPA) by instructional condition. Results: Twenty-five of the 32 participants attended all sessions, and 31 attended at least two of three sessions for each condition. Both structured conditions, no-choice steps/min (mean= 42.7 steps/min; 95%CI= 39.6–45.7; p= 0.0003) and choice condition steps/min (mean= 41.0 steps/min; 95%CI= 37.9–44.1; p= 0.004) were significantly higher than free-play steps/min (mean= 33.4 steps/min; 95%CI= 30.2–36.5). Percent time in MVPA was higher in the no-choice condition (mean= 30.9%; 95%CI= 28.1–33.8; p<0.0001) and choice condition (mean= 30.8%; 95%CI= 27.9–33.7; p< 0.0001) when compared to free-play (mean= 21.2 steps/min; 95%CI=18.2–24.1). There was no difference in steps/min or percentage time in MVPA between both structured conditions. Conclusion: Both types of instruction were superior to free-play with regard to PA level. Although contrary to our hypothesis, our results fit with previous literature that suggests evidence-based instructional interventions can promote higher PA levels in physical education sessions. Our results suggest that well-planned, stimulating PA sessions can increase short-term PA levels in girls compared to free-play opportunities in a Russian summer camp setting. Advisors/Committee Members: Richard R. Rosenkranz.

Subjects/Keywords: Physical activity intervention; Russia; Girls; Camp setting; Health Sciences, Education (0350)

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APA (6^th Edition):

Updyke, N. J. (2015). Increasing physical activity levels among girls in Russia: a cross-over trial. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/20422

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Updyke, Natalie J. “Increasing physical activity levels among girls in Russia: a cross-over trial.” 2015. Thesis, Kansas State University. Accessed March 02, 2021. http://hdl.handle.net/2097/20422.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Updyke, Natalie J. “Increasing physical activity levels among girls in Russia: a cross-over trial.” 2015. Web. 02 Mar 2021.

Vancouver:

Updyke NJ. Increasing physical activity levels among girls in Russia: a cross-over trial. [Internet] [Thesis]. Kansas State University; 2015. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/2097/20422.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Updyke NJ. Increasing physical activity levels among girls in Russia: a cross-over trial. [Thesis]. Kansas State University; 2015. Available from: http://hdl.handle.net/2097/20422

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université de Montréal

21. Breton, Esther. Évaluation de la simulation à haute fidélité pour améliorer la communication interprofessionnelle aux soins intensifs : étude expérimentale à double insu.

Degree: 2015, Université de Montréal

URL: http://hdl.handle.net/1866/12390

Subjects/Keywords: simulation; communication; interprofessionnel; soins intensifs; réanimation; simulation; interprofessional; communication; critical care; resuscitation; Health Sciences - Education / Sciences de la santé - Enseignement (UMI : 0350)

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APA (6^th Edition):

Breton, E. (2015). Évaluation de la simulation à haute fidélité pour améliorer la communication interprofessionnelle aux soins intensifs : étude expérimentale à double insu. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/12390

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Breton, Esther. “Évaluation de la simulation à haute fidélité pour améliorer la communication interprofessionnelle aux soins intensifs : étude expérimentale à double insu.” 2015. Thesis, Université de Montréal. Accessed March 02, 2021. http://hdl.handle.net/1866/12390.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Breton, Esther. “Évaluation de la simulation à haute fidélité pour améliorer la communication interprofessionnelle aux soins intensifs : étude expérimentale à double insu.” 2015. Web. 02 Mar 2021.

Vancouver:

Breton E. Évaluation de la simulation à haute fidélité pour améliorer la communication interprofessionnelle aux soins intensifs : étude expérimentale à double insu. [Internet] [Thesis]. Université de Montréal; 2015. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1866/12390.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Breton E. Évaluation de la simulation à haute fidélité pour améliorer la communication interprofessionnelle aux soins intensifs : étude expérimentale à double insu. [Thesis]. Université de Montréal; 2015. Available from: http://hdl.handle.net/1866/12390

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

22. Sibbald, Debra Joy. Potential for Knowledge Building in Large Size Pharmacy Classrooms.

Degree: 2009, University of Toronto

URL: http://hdl.handle.net/1807/19134

►

This thesis investigates the potential for Knowledge Building in large size Pharmacy classrooms. Knowledge Building is the social creation and continual improvement of ideas (Scardamalia… (more)

▼

This thesis investigates the potential for Knowledge Building in large size Pharmacy classrooms. Knowledge Building is the social creation and continual improvement of ideas (Scardamalia & Bereiter, 2003). The pedagogy and technology that underlie it are based on a complex system involving 12 interdependent principles. This research examines principle-based classroom designs, targeting two Knowledge Building principles – epistemic agency and collective responsibility for community knowledge. Successive design changes were implemented to a self-care course for undergraduate Pharmacy students (n = 182), using case study methodology. The goal underlying design changes was to develop a more dynamic classroom environment involving all students and empowering them to take charge of knowledge advancement at high cognitive levels, through assuming greater agency and collective responsibility for their knowledge advances. Design features that were incorporated into class procedures included class panels to discuss cases, student-generated self-assessment examination questions, and online discussion views in a virtual learning community, Knowledge Forum. Surveys, student comments, self-assessments, field notes, online discourse and course exam scores were used to determine effects of principle-based design changes. Results, taken as a whole, indicate that each new design feature contributed to advances with no negative effects uncovered. Raters blind to authorship of student- versus instructor-generated exam questions could not distinguish between them. Analysis of student commentary indicated advances in line with the broad network of Knowledge Building principles, as well as those specifically targeted in design improvements. Advances in performance on exams, surveys, and in student discourse further contributed to the overall picture of positive effects. Design strategies appropriate for large classroom implementation are shown to facilitate a shift from learning as an exclusively individual enterprise, to the creation of a Knowledge Building Community with students assuming levels of responsibility and agency normally assumed by the teacher.

PhD

Advisors/Committee Members: Scardamalia, Marlene, Curriculum, Teaching and Learning.

Subjects/Keywords: knowledge building; large size classroom; pharmacy; epistemic agency; community knowledge, collective responsibility; assessment; self-regulation; design methodology; learner control; technological support; social support; undergraduate; 0350; 0572; 0727

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APA (6^th Edition):

Sibbald, D. J. (2009). Potential for Knowledge Building in Large Size Pharmacy Classrooms. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/19134

Chicago Manual of Style (16^th Edition):

Sibbald, Debra Joy. “Potential for Knowledge Building in Large Size Pharmacy Classrooms.” 2009. Doctoral Dissertation, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/19134.

MLA Handbook (7^th Edition):

Sibbald, Debra Joy. “Potential for Knowledge Building in Large Size Pharmacy Classrooms.” 2009. Web. 02 Mar 2021.

Vancouver:

Sibbald DJ. Potential for Knowledge Building in Large Size Pharmacy Classrooms. [Internet] [Doctoral dissertation]. University of Toronto; 2009. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/19134.

Council of Science Editors:

Sibbald DJ. Potential for Knowledge Building in Large Size Pharmacy Classrooms. [Doctoral Dissertation]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/19134

University of Toronto

23. Clarke, Leroy. An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education.

Degree: 2010, University of Toronto

URL: http://hdl.handle.net/1807/26395

►

In the 21st Century and beyond, it is clear that science and technology will be a catalyst in strengthening economic competitiveness and fostering social cohesion.… (more)

▼

In the 21st Century and beyond, it is clear that science and technology will be a catalyst in strengthening economic competitiveness and fostering social cohesion. However, some minoritized students are not engaged in science or related careers in science such as medicine. This study addresses the systemic issue of equitable and accessible science education as a requisite for career acquisition such as medicine. Mentoring is presented as a sociocultural participatory activity for engaging students in science learning. The purpose of this study is to assess the University of Toronto Faculty of Medicine Summer Mentorship Program (SMP) and to use the data to theorize on the mentoring phenomenon. In 1994, the SMP was established as a means of ameliorating the traditionally low participation of Aboriginal and Black students in medicine and other health sciences. For the first 10 years (1994 – 2004), 250 participants enrolled in the program. Recently, ten past mentees of the program matriculated into various medical schools (5 in the Class of 2008 at the University of Toronto, this is significant, as the norm is usually 0 or at most 2). The study utilized a qualitative approach, requiring the collection of semi-structured one-on-one interview data and an interpretive phenomenological methodology to evaluate the data. There was an increased level of school and community involvement when students returned to high school and an increased awareness of the academic and career choices available to protégés. Mentees indicated that the influence of the SMP followed them much further than the end of the summer and considered it to be an important and defining moment in their educational journey. Communication could be improved so that mentors get a sense of their own impact and for professional development. Recommendations include conducting a study more focused on the impact of the SMP on Aboriginal students who completed the program. Finally, from a theoretical perspective, further work is recommended in order to fine-tune the proposed Mentoring Oriented Teaching and Learning Strategy (MOTALS) framework that incorporates students as natives in a welcoming community of science practice rather than immigrants in a strange land of non-contextual science knowledge.

PhD

Advisors/Committee Members: Wallace, John, Curriculum, Teaching and Learning.

Subjects/Keywords: mentoring; sociocultural framework; activity theory; multicultural science education; medicine and health sciences careers; career acquisitions; 0727; 0714; 0350; 0533; 0631; 0519; 0340; 0620

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APA (6^th Edition):

Clarke, L. (2010). An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/26395

Chicago Manual of Style (16^th Edition):

Clarke, Leroy. “An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education.” 2010. Doctoral Dissertation, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/26395.

MLA Handbook (7^th Edition):

Clarke, Leroy. “An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education.” 2010. Web. 02 Mar 2021.

Vancouver:

Clarke L. An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/26395.

Council of Science Editors:

Clarke L. An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/26395

University of Toronto

24. Trentham, Barry. Old Coyotes: Life Histories of Aging Gay Men in Rural Canada.

Degree: 2010, University of Toronto

URL: http://hdl.handle.net/1807/26436

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Current understandings of aging and the life course are largely based on taken-for-granted hetero-normative assumptions. Gay men lack aging road maps that are unique to… (more)

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Current understandings of aging and the life course are largely based on taken-for-granted hetero-normative assumptions. Gay men lack aging road maps that are unique to their life course experiences and which consider the changing contextual and social conditions that shape their participation choices in family and community roles. This is particularly so for gay men aging in rural environments as most studies of aging gay men focus on the urban experience. This study adds to understandings of aging and the life course by examining the lives of three gay men aging in rural environments. I use a life history approach to shed light on how sexual identity development and marginalization within rural environments intersect with shifting social contexts to shape the aging process in terms of engagement in social role opportunities, namely, community and family participation. As a life course researcher, I pay particular attention to the tensions between individual agency and structural constraints and how they are revealed through the life histories. Epistemological and methodological assumptions based on social constructivism, critical and queer theory inform the study while my own lived experiences as a gay man and an occupational therapist practitioner and educator ground the study. Cross-cutting themes identified in the life narratives reveal connections between sexual identity development and the coming out processes with patterns of social relationships and the gay aging process. These themes are then discussed in terms of their relevance to broader aging and life course constructs including generativity, social capital and gay aging; agency and structure in identity development; and expanded notions of family and social support for gay men. Findings from this study have implications for current explanations of ageing and life course processes; challenge limiting stereotypes of older gay men; inform health and social service professionals who work with older gay people; and provide examples of alternative queer life pathways for gay people of all ages.

PhD

Advisors/Committee Members: Cole, Ardra, Adult Education and Counselling Psychology.

Subjects/Keywords: gay aging and the life course; gay aging in rural Canada; occupational aging; life history methodology; 0516; 0680; 0350; 0758; 0304; 0385; 0628; 0382

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Trentham, B. (2010). Old Coyotes: Life Histories of Aging Gay Men in Rural Canada. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/26436

Chicago Manual of Style (16^th Edition):

Trentham, Barry. “Old Coyotes: Life Histories of Aging Gay Men in Rural Canada.” 2010. Doctoral Dissertation, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/26436.

MLA Handbook (7^th Edition):

Trentham, Barry. “Old Coyotes: Life Histories of Aging Gay Men in Rural Canada.” 2010. Web. 02 Mar 2021.

Vancouver:

Trentham B. Old Coyotes: Life Histories of Aging Gay Men in Rural Canada. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/26436.

Council of Science Editors:

Trentham B. Old Coyotes: Life Histories of Aging Gay Men in Rural Canada. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/26436

Kansas State University

25. Yarrow, Linda K. Food safety attitudes, beliefs, knowledge and self-reported practices of college students before and after educational intervention.

Degree: PhD, Department of Human Nutrition, 2006, Kansas State University

URL: http://hdl.handle.net/2097/159

► Preventing foodborne illness and promoting safe food practices among all age groups is a high priority, particularly for college students because little about their food… (more)

▼ Preventing foodborne illness and promoting safe food practices among all age groups is a high priority, particularly for college students because little about their food safety awareness and food handling practices has been reported. The research aim was to evaluate food safety attitudes, beliefs, knowledge, and self-reported practices of current upper-division college students, and to determine whether a three-module interactive educational intervention, developed for this study, positively influenced these variables. Comparisons between health and non-health majors were made. Two methods of data collection were used with volunteer health and non-health majors: focused food safety discussion groups during academic year 2004-05, and a pre-experimental design. Prior to engaging in either method, students completed an on-line food safety questionnaire (FSQ), adapted from a telephone survey used at K-State with older adults. The FSQ was administered again to those in the pre-experimental design group one week after exposure to the food safety educational intervention. Five weeks later, the FSQ was administered to determine whether changes in attitudes, beliefs, knowledge, and self-reported practices persisted over time. Focused food safety discussion group responses were qualitatively evaluated. Pre-experimental statistical analyses included Wilcoxin Signed Rank, Friedman, Mann-Whitney U, Chi Square tests, and Spearman rho. Focused discussion group findings indicated that students perceived themselves at low risk for foodborne illness; few used food thermometers; students without health backgrounds mimicked undesirable home practices; and students stated being open to changing non-recommended behaviors. Pre-experimental findings showed the effects of intervention were improved food safety attitudes, beliefs, and knowledge, with the strongest effects seen in health majors. Students' FSQ attitude scores increased from 114 to 122 (P<0.001), FSQ belief scores increased from 86 to 98 (P<0.001), and FSQ knowledge scores increased from 11 to 13 (P<0.001). Intervention resulted in some improved food safety self-reported practices for health majors but not non-health majors. Intervention module post-test scores improved significantly for all students; health majors had greater increases. Conclusions. Focused food safety discussion groups were useful for obtaining food safety information from college students; educational intervention improved college studentsâ food safety attitudes, beliefs, and knowledge and for health majors, some self-reported practices improved. Advisors/Committee Members: Valentina M. Remig.

Subjects/Keywords: Food safety; Food safety education; College student education; Food safety attitudes; Food safety beliefs; Food safety knowledge; Health Sciences, Education (0350); Health Sciences, Nutrition (0570)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yarrow, L. K. (2006). Food safety attitudes, beliefs, knowledge and self-reported practices of college students before and after educational intervention. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/159

Chicago Manual of Style (16^th Edition):

Yarrow, Linda K. “Food safety attitudes, beliefs, knowledge and self-reported practices of college students before and after educational intervention.” 2006. Doctoral Dissertation, Kansas State University. Accessed March 02, 2021. http://hdl.handle.net/2097/159.

MLA Handbook (7^th Edition):

Yarrow, Linda K. “Food safety attitudes, beliefs, knowledge and self-reported practices of college students before and after educational intervention.” 2006. Web. 02 Mar 2021.

Vancouver:

Yarrow LK. Food safety attitudes, beliefs, knowledge and self-reported practices of college students before and after educational intervention. [Internet] [Doctoral dissertation]. Kansas State University; 2006. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/2097/159.

Council of Science Editors:

Yarrow LK. Food safety attitudes, beliefs, knowledge and self-reported practices of college students before and after educational intervention. [Doctoral Dissertation]. Kansas State University; 2006. Available from: http://hdl.handle.net/2097/159

Université de Montréal

26. Chiniara, Lyne. Apprendre ensemble : attitudes des étudiants en médecine envers la pratique collaborative suite à un cours d’éducation interprofessionnelle impliquant un patient-formateur.

Degree: 2020, Université de Montréal

URL: http://hdl.handle.net/1866/24559

Subjects/Keywords: Éducation interprofessionnelle; Interdisciplinarité; Collaboration; Communication; Partenariat patient; Simulation; Compétence; Interprofessional education; Interdisciplinarity; Patient partnership; Competency; Health Sciences - Education / Sciences de la santé - Enseignement (UMI : 0350)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chiniara, L. (2020). Apprendre ensemble : attitudes des étudiants en médecine envers la pratique collaborative suite à un cours d’éducation interprofessionnelle impliquant un patient-formateur. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/24559

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chiniara, Lyne. “Apprendre ensemble : attitudes des étudiants en médecine envers la pratique collaborative suite à un cours d’éducation interprofessionnelle impliquant un patient-formateur.” 2020. Thesis, Université de Montréal. Accessed March 02, 2021. http://hdl.handle.net/1866/24559.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chiniara, Lyne. “Apprendre ensemble : attitudes des étudiants en médecine envers la pratique collaborative suite à un cours d’éducation interprofessionnelle impliquant un patient-formateur.” 2020. Web. 02 Mar 2021.

Vancouver:

Chiniara L. Apprendre ensemble : attitudes des étudiants en médecine envers la pratique collaborative suite à un cours d’éducation interprofessionnelle impliquant un patient-formateur. [Internet] [Thesis]. Université de Montréal; 2020. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1866/24559.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chiniara L. Apprendre ensemble : attitudes des étudiants en médecine envers la pratique collaborative suite à un cours d’éducation interprofessionnelle impliquant un patient-formateur. [Thesis]. Université de Montréal; 2020. Available from: http://hdl.handle.net/1866/24559

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université de Montréal

27. Mathieu, Audrey. Processus de validation d’une base de données haute résolution dans une unité de soins intensifs pédiatriques.

Degree: 2020, Université de Montréal

URL: http://hdl.handle.net/1866/24502

Subjects/Keywords: Pédiatrie; Soins intensifs; Base de données; Dossier clinique informatisé; Pediatrics; Critical care; Database; Electronic health record; Health Sciences - Education / Sciences de la santé - Enseignement (UMI : 0350)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mathieu, A. (2020). Processus de validation d’une base de données haute résolution dans une unité de soins intensifs pédiatriques. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/24502

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mathieu, Audrey. “Processus de validation d’une base de données haute résolution dans une unité de soins intensifs pédiatriques.” 2020. Thesis, Université de Montréal. Accessed March 02, 2021. http://hdl.handle.net/1866/24502.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mathieu, Audrey. “Processus de validation d’une base de données haute résolution dans une unité de soins intensifs pédiatriques.” 2020. Web. 02 Mar 2021.

Vancouver:

Mathieu A. Processus de validation d’une base de données haute résolution dans une unité de soins intensifs pédiatriques. [Internet] [Thesis]. Université de Montréal; 2020. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1866/24502.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mathieu A. Processus de validation d’une base de données haute résolution dans une unité de soins intensifs pédiatriques. [Thesis]. Université de Montréal; 2020. Available from: http://hdl.handle.net/1866/24502

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université de Montréal

28. Audétat, Marie-Claude. L’identification et la remédiation des difficultés de raisonnement clinique en médecine (État des pratiques, recherche d’outils et processus pour soutenir les cliniciens enseignants).

Degree: 2012, Université de Montréal

URL: http://hdl.handle.net/1866/6224

Subjects/Keywords: Processus de raisonnement clinique; Clinical reasoning process; Difficultés de raisonnement clinique; Clinical reasoning difficulties; Clinicien enseignant; Clinical teacher; Health Sciences - Education / Sciences de la santé - Enseignement (UMI : 0350)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Audétat, M. (2012). L’identification et la remédiation des difficultés de raisonnement clinique en médecine (État des pratiques, recherche d’outils et processus pour soutenir les cliniciens enseignants). (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/6224

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Audétat, Marie-Claude. “L’identification et la remédiation des difficultés de raisonnement clinique en médecine (État des pratiques, recherche d’outils et processus pour soutenir les cliniciens enseignants).” 2012. Thesis, Université de Montréal. Accessed March 02, 2021. http://hdl.handle.net/1866/6224.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Audétat, Marie-Claude. “L’identification et la remédiation des difficultés de raisonnement clinique en médecine (État des pratiques, recherche d’outils et processus pour soutenir les cliniciens enseignants).” 2012. Web. 02 Mar 2021.

Vancouver:

Audétat M. L’identification et la remédiation des difficultés de raisonnement clinique en médecine (État des pratiques, recherche d’outils et processus pour soutenir les cliniciens enseignants). [Internet] [Thesis]. Université de Montréal; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1866/6224.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Audétat M. L’identification et la remédiation des difficultés de raisonnement clinique en médecine (État des pratiques, recherche d’outils et processus pour soutenir les cliniciens enseignants). [Thesis]. Université de Montréal; 2012. Available from: http://hdl.handle.net/1866/6224

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université de Montréal

29. Salhi, Saoussen. Développement d'un outil d'évaluation des techniques chirurgicales en plastie.

Degree: 2019, Université de Montréal

URL: http://hdl.handle.net/1866/22320

Subjects/Keywords: Outil d'évaluation; Instrument d'évaluation; Pédagogie; Enseignement chirurgical; Techniques chirurgicales; Evaluation tool; Evaluation instrument; Pedagogy; Surgical teaching; Surgical skills; Health Sciences - Education / Sciences de la santé - Enseignement (UMI : 0350)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Salhi, S. (2019). Développement d'un outil d'évaluation des techniques chirurgicales en plastie. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/22320

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Salhi, Saoussen. “Développement d'un outil d'évaluation des techniques chirurgicales en plastie.” 2019. Thesis, Université de Montréal. Accessed March 02, 2021. http://hdl.handle.net/1866/22320.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Salhi, Saoussen. “Développement d'un outil d'évaluation des techniques chirurgicales en plastie.” 2019. Web. 02 Mar 2021.

Vancouver:

Salhi S. Développement d'un outil d'évaluation des techniques chirurgicales en plastie. [Internet] [Thesis]. Université de Montréal; 2019. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1866/22320.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Salhi S. Développement d'un outil d'évaluation des techniques chirurgicales en plastie. [Thesis]. Université de Montréal; 2019. Available from: http://hdl.handle.net/1866/22320

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université de Montréal

30. Maillé, Hélène. La septoplastie vidéo-assistée (SVA) avec le spéculum de Rosemont, le futur de l’enseignement de la chirurgie septale : résultats de l’évaluation pédagogique sur le processus d’apprentissage au bloc opératoire.

Degree: 2020, Université de Montréal

URL: http://hdl.handle.net/1866/23574

Subjects/Keywords: Chirurgie; Vidéo; Spéculum; Septoplastie; Modèle d'apprentissage; Résidents; Outil pédagogique; Surgery; Learning tool; Medical education; Speculum; Septoplasty; Video; Endoscope; Health Sciences - Education / Sciences de la santé - Enseignement (UMI : 0350)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Maillé, H. (2020). La septoplastie vidéo-assistée (SVA) avec le spéculum de Rosemont, le futur de l’enseignement de la chirurgie septale : résultats de l’évaluation pédagogique sur le processus d’apprentissage au bloc opératoire. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/23574

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Maillé, Hélène. “La septoplastie vidéo-assistée (SVA) avec le spéculum de Rosemont, le futur de l’enseignement de la chirurgie septale : résultats de l’évaluation pédagogique sur le processus d’apprentissage au bloc opératoire.” 2020. Thesis, Université de Montréal. Accessed March 02, 2021. http://hdl.handle.net/1866/23574.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Maillé, Hélène. “La septoplastie vidéo-assistée (SVA) avec le spéculum de Rosemont, le futur de l’enseignement de la chirurgie septale : résultats de l’évaluation pédagogique sur le processus d’apprentissage au bloc opératoire.” 2020. Web. 02 Mar 2021.

Vancouver:

Maillé H. La septoplastie vidéo-assistée (SVA) avec le spéculum de Rosemont, le futur de l’enseignement de la chirurgie septale : résultats de l’évaluation pédagogique sur le processus d’apprentissage au bloc opératoire. [Internet] [Thesis]. Université de Montréal; 2020. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1866/23574.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maillé H. La septoplastie vidéo-assistée (SVA) avec le spéculum de Rosemont, le futur de l’enseignement de la chirurgie septale : résultats de l’évaluation pédagogique sur le processus d’apprentissage au bloc opératoire. [Thesis]. Université de Montréal; 2020. Available from: http://hdl.handle.net/1866/23574

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations