No abstract available.
Faculty/*psychology ; Humans ; *Motivation ; Teaching/*psychology

Burnout, Professional ; psychology ; Faculty ; Female ; Humans ; Male ; Mental Health

PURPOSE: The implementation of medical professionalism in education and evaluation is a recent trend in medical education. Although many studies on the subject have been carried out, they have generally been not focused specifically on the level of medical student professionalism, and the perception gaps between medical students and professors on this topic remain unresolved. This study attempts to determine whether such gaps exist. MATERIALS AND METHODS: Two hundred fifty fourth-year medical students and 53 professors who were randomly selected from 41 medical schools were asked to complete a survey on the level of the professionalism of medical students. Using 31 core professionalism elements that are required for Korean medical students, students self-assessed their level of professionalism, and professors evaluated the professionalism level of medical students who were about to graduate. RESULTS: Of the 31 core elements, significant perception gaps were found in 28 elements. The three domains into which the 31 core elements were divided - professional knowledge, professional skills, and professional attitude - all contained perception gaps, and professors' ratings generally were higher than those of the students, a noteworthy observation. CONCLUSIONS: Medical professors need to encourage their students to elevate their professionalism. Furthermore, what the faculty think that they have taught regarding professionalism may not be fully assimilated by students. Therefore, further research is essential to determine the cause of such perceptional differences.
Attitude of Health Personnel ; Data Collection ; *Faculty, Medical ; Humans ; *Perception ; *Professional Competence ; Students, Medical/*psychology

The purpose of this study was to verify the reliability and validity of the Rosenbaum self-control schedule(SCS) for assessing resourcefulness in Korea and to explore the simplified scale. The study subjects consisted of 787 adults in a community. The data was collected during the period from Oct. to Dec., 1995 and analyzed as Cronbach alpha item correlation with total, Perarson correlation and factor analysis with varimax rotation using SAS. Results were as follows : The mean SCS score for this sample was 17.2 and there were statistical differences for gender(men, 13.1 ; women, 20.0) on the SCS scores. The cronbach alpha of SCS with 36 items was .74 and when simplified with 30 items, it's coefficient alpha was .78. The translated content of the SCS was validated by two nursing faculty members and one professor of psychology. Factor analysis revealed the most parsimonious structure was obtained when six factors were extracted and subsequently rotated via the varimax criterion. There was 40.2% of total communality variance in the SCS with 36 items. The total communality variance was slightly increased to 43.4% with 30 items of the SCS. In order to reduce from 36 items to 30 items, the process excepted 6 items having low item correlation with total and low MSA(means of sampling adequacy) of factor analysis. According to factor analysis, there are six factors such as emotion control, impulse control, self-efficacy, coping with problems, pain control and satisfaction control. The SCS was found to have low, but statistically significant, correlations with social desirability and helplessness. From the above results, it can be concluded that the reliability of the SCS(inherent and simplified) was a acceptable level and its validity was reasonable when comparing it with other validity studies. To determine the usefulness the simplified scale, further study is necessary to simultaneously compare and analyze both scales for stability.
Adult ; Faculty, Nursing ; Female ; Humans ; Korea ; Psychology ; Reproducibility of Results* ; Social Desirability ; Weights and Measures

PURPOSE: The purpose of this study was to identify the learning style, learning efficacy, transfer of learning, and confidence in performance competence of Core Basic Nursing Skills (CBNS) and factors influencing confidence in performance competence of CBNS by nursing students. METHODS: A descriptive study design was used. Participants were 148 nursing students. Data were analyzed using SPSS 20.0 for descriptive statistics, ANCOVA, correlation and regression. RESULTS: Learning styles of the participants were assimilator 33.11%, accommodator 26.35%, diverger 23.65%, and converger 16.89%. Learning efficacy was significantly different according to learning styles, however, transfer of learning and confidence in performance competence of CBNS were not significantly different according to learning styles. Confidence in performance competence of CBNS positively correlated with transfer of learning and learning efficacy. Transfer of learning was a significant predictor of confidence in performance competence of CBNS. CONCLUSION: The findings of this study indicate that transfer of learning influences confidence in performance competence of CBNS. Thus, nursing faculty should develop educational strategies to enhance and improve transfer of learning, and development of effective confidence in performance competence of CBNS programs.
Clinical Competence ; Faculty, Nursing ; Humans ; Learning ; Mental Competency* ; Nursing* ; Students, Nursing* ; Transfer (Psychology)

Burnout, Professional ; psychology ; China ; Faculty ; Humans ; Research ; Social Support ; Teaching ; statistics & numerical data

PURPOSE: The purpose of this study was to identify the relationship among job stress, family stress and perceived health status of middle school teachers and to present basic information about promoting health and coping with stress. METHOD: Participants(N=547) was recruited in B city from November 2005 to December 2005. Data were analyzed with descriptive statistics, t-test, ANOVA, Pearson's correlation and multiple regression. RESULTS: The degree of job stress of the middle school teachers was 54.47 out of a total score of 88; that of family stress was 46.57 out of a total score of 96; and that of perceived health status was 78.59 out of the perfect score 100. There was a significantly negative relationship between job stress and perceived health status (r=-.274, p<.001), and family stress and perceived health status(r=-.408, p<.001). However, there was a positive relationship between job stress and family stress(r=.298, p<.001).Family stress, gender, charging subject, job stress, charging grade and number of family member was 27.1% of the variance in perceived health status of middle school teachers. CONCLUSION: Family stress has the most important impact on perceived health status with middle school teachers. Based on the finding, we could conclude that both job stress and family stress management shouldbe required to improve perceived health status.
*Adaptation, Psychological ; Adult ; *Faculty ; Family/*psychology ; Female ; Health Status ; Humans ; Male ; Middle Aged ; Predictive Value of Tests ; *Stress, Psychological ; Workload/psychology

PURPOSE: The purpose of this study is to analyze the differences in the perception of the "good doctor" image between faculty and students, based on the competencies of the "Korean doctor's role." METHODS: The study sample comprised 418 students and 49 faculty members in medical school. They were asked to draw images of a "good doctor," and the competencies were then analyzed using the Draw-A-Scientist test and the social network program Netminer 4.0. RESULTS: Of the competency areas, "communication and collaboration with patient" and "medical knowledge and clinical skills" were the most frequently expressed, and "education and research," "professionalism," and "social accountability" were less commonly expressed. Images of a good doctor by the faculty focused on competencies that were directly related to current clinical doctors. Conversely, those by the students expressed various competencies equally. CONCLUSION: We have provided basic data for faculties and schools to plan various education strategies to help students establish the image of a good doctor and develop the necessary competencies as physicians.
Clinical Competence/*standards ; Data Mining ; Faculty/*psychology ; Humans ; *Perception ; Physician's Role/*psychology ; Republic of Korea ; Schools, Medical ; Statistics as Topic ; Students, Medical/*psychology

OBJECTIVETo investigate the change pattern of primary and secondary school teachers' work ability with the changes in their mental workload.

METHODSA total of 901 primary and secondary school teachers were selected by random cluster sampling, and then their mental workload and work ability were assessed by National Aeronautics and Space Administration-Task Load Index (NASA-TLX) and Work Ability Index (WAI) questionnaires, whose reliability and validity had been tested. The effects of their mental workload on the work ability were analyzed.

RESULTSPrimary and secondary school teachers' work ability reached the highest level at a certain level of mental workload (55.73< mental workload ≤ 64.10). When their mental workload was lower than the level, their work ability had a positive correlation with the mental workload. Their work ability increased or maintained stable with the increasing mental workload. Moreover, the percentage of teachers with good work ability increased, while that of teachers with moderate work ability decreased. But when their mental workload was higher than the level, their work ability had a negative correlation with the mental workload. Their work ability significantly decreased with the increasing mental workload (P < 0.01). Furthermore, the percentage of teachers with good work ability decreased, while that of teachers with moderate work ability increased (P < 0.001).

CONCLUSIONToo high or low mental workload will result in the decline of primary and secondary school teachers' work ability. Moderate mental workload (55.73∼64.10) will benefit the maintaining and stabilization of their work ability.

Faculty ; statistics & numerical data ; Humans ; Occupational Health ; Reproducibility of Results ; Sampling Studies ; Schools ; Stress, Psychological ; psychology ; Surveys and Questionnaires ; Work ; psychology ; Workload ; psychology

OBJECTIVETo investigate the distribution characteristics and influencing factors of mental workload of teachers in primary schools.

METHODSNational Aeronautics and Space Administration-Task Load Index (NASA-TLX) was used to assess the mental workload levels for 397 teachers of primary schools in a city.

RESULTSThe mental workload (64.34+10.56) of female teachers was significantly higher than that (61.73+ 9.77) of male teachers (P<0.05). The mental workload (65.66+10.42) of "-35" years old group was the highest. When age of teachers was younger than 35 years old, there was a positive correlation between the mental workload and age (r=0.146, P<0.05). When age of teachers was older than 35 years old, there was a negative correlation between the mental workload and age (r=-0.190, P<0.05). The teachers with higher education level felt higher mental workload (unstandardized coefficients B=1.524, standardized coefficients /=0.111, P<0.05). There was a positive correlation between the mental workload and working hours per day (unstandardized coefficients B =4.659, standardized coefficients/3 =0.223, P<0.001).

CONCLUSIONMental workload of the teachers in primary schools is closely related to age, educational level and work hours per day. Work hours per day is an important risk factor for mental workload. Reducing work hours per day (8 hours) is an effective measure of alleviating the mental workload of teachers in primary schools.

Adolescent ; Adult ; Aged ; Faculty ; Female ; Humans ; Male ; Middle Aged ; Schools ; Stress, Psychological ; epidemiology ; Surveys and Questionnaires ; Workload ; psychology ; Young Adult