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Simulação do gerenciamento de projetos: uma ferramenta de ensino e aprendizado.; Project management simulation: a tool for experiential learning.

Banin, Sérgio Luiz
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 20/10/2008 PT
Relevância na Pesquisa
36.05%
Nos últimos anos tem-se verificado uma expansão na área de conhecimento denominada Gestão de Projetos. Esta área busca reunir as melhores práticas administrativas e gerenciais aplicáveis a projetos, com foco em cumprimento de prazos, do orçamento e com a qualidade prevista para suas entregas. Em virtude dos bons resultados que se tem obtido com a adoção dessas práticas, há uma crescente demanda por profissionais capacitados a atuar na área. Essa capacitação de profissionais tem sido suprida por meio de diversos cursos disponíveis no mercado, a maioria deles associados a algum processo de certificação. Tais processos, no entanto, tem o foco muito concentrado nos aspectos teóricos dos conhecimentos envolvidos. Neste contexto, surge a simulação computacional como ferramenta de treinamento com o objetivo de oferecer aos profissionais uma experiência prática. Esta ferramenta se insere num contexto mais amplo de treinamento, no qual os alunos serão incentivados a exercitar os conhecimentos teóricos já estudados e, dessa forma, consolidá-los. Neste trabalho é descrito o processo de desenvolvimento de um Software Simulador voltado para o ambiente e o propósito exposto. Uma importante contribuição deste trabalho é a demonstração da viabilidade de construção de um simulador com tal propósito...

Saberes experienciais e estágio investigativo na formação de professores de física; Experiential knowledge and investigative stage in physics teacher education

Cunha, Alexander Montero
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 16/12/2013 PT
Relevância na Pesquisa
36.37%
O estágio supervisionado na formação inicial de professores é o momento no qual os licenciandos são inseridos, como professor, em seu ambiente profissional. Para se compreender o lugar do estágio na formação docente é necessário investigar como os saberes docentes dos licenciandos são elaborados durante essa formação. A pesquisa aqui apresentada possui como tema central a produção de saberes docentes por licenciandos em física durante o estágio supervisionado investigativo em sua formação inicial. Um estágio que envolve uma dimensão de ensino, caracterizada pelas atividades de regência dos licenciandos, e uma dimensão pesquisa, que envolve os licenciandos em um processo de pesquisa sobre a sua própria prática. Utilizamos a conceituação de saber como constructo de pesquisa e a centralidade dos saberes experienciais na prática profissional docente, tal como propostos por Tardif (2008), a fim de compreendermos a elaboração e a validação de saberes docentes pelos licenciandos durante o estágio supervisionado investigativo. Utilizamos também o Conhecimento Pedagógico do Conteúdo (PCK), como esquema teórico de análise com o intuito de caracterizar as interações existentes entre os saberes docentes relacionados às atividades de regência desenvolvidas pelos licenciandos. O pesquisador...

Ensino de empreendedorismo: estudo exploratório sobre a aplicação da teoria experiencial; Teaching entrepreneurship: an exploratory study on the application of the experiential theory

Krakauer, Patricia Viveiros de Castro
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 25/11/2014 PT
Relevância na Pesquisa
56.44%
O presente estudo analisou como a experiência pode ser o alicerce para o ensino de empreendedorismo, de forma que a aprendizagem tenha significado para os jovens graduandos. O ensino de empreendedorismo ainda é muitas vezes apenas focado na abertura de pequenas empresas, tendo o plano de negócios como sua base. Este alicerce utilizou as teorias da aprendizagem experiencial e aprendizagem significativa, conceituando o ensino de empreendedorismo pela articulação de ambas as teorias. Alguns aspectos foram estudados em profundidade e constituíram os objetivos específicos da presente tese: compreender o que deve ser ensinado em empreendedorismo na graduação, elaborar e testar um conjunto de propostas de aulas para a disciplina de empreendedorismo, levantar os estilos de aprendizagem das turmas investigadas e discutir as premissas da aprendizagem experiencial no âmbito do ensino de empreendedorismo. Por ser um tema ainda em construção, trata-se de uma pesquisa de natureza exploratória, qualitativa, sendo que a mesma foi desenhada em três fases: na fase 1 realizou-se o levantamento de dados secundários que proporcionou a fundamentação teórica da tese e o desenvolvimento do modelo conceitual; a fase 2 e a fase 3 correspondem à pesquisa empírica...

Estilo de aprendizagem Ativo-Reflexivo e jogo de empresas: (des) entrosamento para o aprendizado de planejamento e controle da produção; Active-Reflective learning style and business game: (un)meshing to the learning of production planning and control

Dias, George Paulus Pereira
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 19/09/2014 PT
Relevância na Pesquisa
26.24%
Enquanto alguns indivíduos preferem processar informações no mundo exterior (extrovertido/extrospectivo), outros preferem processá-las de forma reflexiva (introvertido/introspectivo). Tal diferença induz vivências distintas e portanto gera aprendizados distintos, mesmo para estudantes no mesmo ambiente de aprendizagem. O problema examinado nesta pesquisa foi a assimetria no aprendizado de Planejamento e Controle da Produção (PCP) por estudantes com diferentes Estilos de Aprendizagem (EA) do modelo Ativo/Sem-preferência/Reflexivo em ambiente dinamizado pelo jogo de empresas (JE) Politron. A pergunta problema da pesquisa foi: a vivência com JE gera uma experiência mais efetiva para o aprendizado dos estudantes com EA Ativo? O objetivo central foi testar a hipótese de entrosamento do EA Ativo-Reflexivo com o ambiente de aprendizagem. O aprendizado no domínio cognitivo foi verificado com uma prova objetiva. Pela taxonomia de Bloom (ANDERSON; KRATHWOHL, 2001), a prova testou o desempenho escolar para os objetivos de aprendizagem dos processos cognitivos (recordar, entender, aplicar e analisar) e dos tipos de conhecimento (fatual, conceitual e processual). Os EA Ativo-Reflexivo foram mapeados com o modelo index of learning styles (ILS) de Felder e Silverman (1988). Foram conduzidos dois quase-experimentos de teste antes e depois com amostras separadas. No primeiro...

A case study approach to classroom experiential learning of problem structuring methods

Georgiou, Phokion ‘Ion’
Fonte: Fundação Getúlio Vargas Publicador: Fundação Getúlio Vargas
Tipo: Artigo de Revista Científica
PT_BR
Relevância na Pesquisa
36.3%
The proposed research aims at consolidating two years of practical experience in developing a classroom experiential learning pedagogic approach for the problem structuring methods (PSMs) of operational research. The results will be prepared as papers to be submitted, respectively, to the Brazilian ISSS-sponsored system theory conference in São Paulo, and to JORS. These two papers follow the submission (in 2004) of one related paper to JORS which is about to be resubmitted following certain revisions. This first paper draws from the PSM and experiential learning literatures in order to introduce a basic foundation upon which a pedagogic framework for experiential learning of PSMs may be built. It forms, in other words, an integral part of my research in this area. By September, the area of pedagogic approaches to PSM learning will have received its first official attention - at the UK OR Society conference. My research and paper production during July-December, therefore, coincide with an important time in this area, enabling me to form part of the small cohort of published researchers creating the foundations upon which future pedagogic research will build. On the institutional level, such pioneering work also raises the national and international profile of FGVEAESP...

Perspetiva do paciente sobre processos e mecanismos de mudança em AEDP (Accelerated Experiential Dynamic Psychotherapy)

Lucena, Benedita Nunes de Matos de
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Dissertação de Mestrado
Publicado em //2013 POR
Relevância na Pesquisa
26.25%
Tese de mestrado, Psicologia (Secção de Psicologia Clínica e da Saúde - Núcleo de Psicoterapia Cognitivo-Comportamental Integrativa), Universidade de Lisboa, Faculdade de Psicologia, 2013; Nos últimos anos tem havido uma mudança de vertente, que dá maior reconhecimento do papel do cliente como um agente ativo e contribuidor de mudança em psicoterapia. Nesta linha, a articulação entre processos e mecanismos de mudança na perspetiva do paciente, é uma das áreas de grande interesse na investigação em psicoterapia. A presente dissertação procura perceber as conquistas dentro das sessões (processos de mudança) e detetar mudanças fora (mecanismos de mudança) da terapia, na voz do paciente. Os objetivos propostos estão alicerçados ao modelo AEDP (Accelerated Experiential Dynamic Psychotherapy), com características únicas de várias abordagens teóricas. A chave do modelo passa pela relação de vinculação reguladora entre paciente e terapeuta (Fosha & Yeung, 2006). O estudo foi realizado com uma amostra de 10 participantes que recebem terapia de acordo com os princípios AEDP, provenientes dos da América do Norte. Foi realizado um questionário com um guião semi-estruturado, com posterior análise dos dados através de metodologia qualitativa baseada na Grounded Theory (Glaser & Strauss...

Making sense of classroom interaction via a multiple-method design: social, experiential and epistemological dimensions

Kupferberg,Irit; Shimoni,Sarah; Vardi-Rath,Esther
Fonte: Universidade do Sul de Santa Catarina Publicador: Universidade do Sul de Santa Catarina
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/04/2009 EN
Relevância na Pesquisa
36.13%
This article explores the contribution of a multiple-method design to the study of classroom interaction. The theoretical and methodological frameworks of three constructivist discourse-oriented methods (i.e., Institutional Speech Event Analysis, The Four-World Method and Grounded Theory) are summarized and the same text is submitted to three independent text analyses. The article shows that a multiple-method design is conducive to the discovery of implicit meanings related to social, experiential and epistemological aspects of classroom interaction.

Gut feelings, deliberative thought, and paranoid ideation: A study of experiential and rational reasoning

Freeman, Daniel; Evans, Nicole; Lister, Rachel
Fonte: Elsevier/North-Holland Biomedical Press Publicador: Elsevier/North-Holland Biomedical Press
Tipo: Artigo de Revista Científica
Publicado em 15/05/2012 EN
Relevância na Pesquisa
26.3%
Rapid intuitive hunches or gut feelings may be a compelling source of evidence for paranoid ideas. Conversely, a failure to apply effortful analytic thinking may contribute to the persistence of such thoughts. Our main aim was to examine for the first time the associations of persecutory thinking with experiential and rational thinking styles. Five hundred individuals recruited from the general population completed self-report assessments of current persecutory ideation, general reasoning styles and personality traits. Persecutory ideation was independently associated with greater use of experiential reasoning and less use of rational reasoning. The correlations were small. Persecutory ideation was also positively associated with neuroticism and negatively correlated with extraversion, agreeableness and conscientiousness. There was no evidence of an interaction between neuroticism and experiential reasoning in the prediction of paranoia, but high experiential reasoning in the context of low rational reasoning was particularly associated with persecutory ideation. Overall, the study provides rare evidence of self-reported general reasoning styles being associated with delusional ideation. Perceived reliance on intuition is associated with paranoid thinking...

Is experiential-intuitive cognitive style more inclined to err on conjunction fallacy than analytical-rational cognitive style?

Lu, Yong
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 06/02/2015 EN
Relevância na Pesquisa
26.37%
In terms of prediction by Epstein’s integrative theory of personality, cognitive-experiential self-theory (CEST), those people with experiential-intuitive cognitive style are more inclined to induce errors than the other people with analytical-rational cognitive style in the conjunction fallacy (two events that can occur together are seen as more likely than at least one of the two events). We tested this prediction in a revised Linda problem. The results revealed that rational and experiential cognitive styles do not statistically influence the propensity for committing the conjunction fallacy, which is contrary to the CEST’s predictions. Based on the assumption that the rational vs. experiential processing is a personality trait with comparatively stabile specialities, these findings preliminarily indicate that those people who are characterized by “rational thinking” are not more inclined to use Bayes’ deduction than the other people who are labeled by “intuitive thinking” or by “poor thinking.”

Experiential Thinking in Creationism—A Textual Analysis

Nieminen, Petteri; Ryökäs, Esko; Mustonen, Anne-Mari
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
Publicado em 03/03/2015 EN
Relevância na Pesquisa
26.41%
Creationism is a religiously motivated worldview in denial of biological evolution that has been very resistant to change. We performed a textual analysis by examining creationist and pro-evolutionary texts for aspects of “experiential thinking”, a cognitive process different from scientific thought. We observed characteristics of experiential thinking as follows: testimonials (present in 100% of sampled creationist texts), such as quotations, were a major form of proof. Confirmation bias (100% of sampled texts) was represented by ignoring or dismissing information that would contradict the creationist hypothesis. Scientifically irrelevant or flawed information was re-interpreted as relevant for the falsification of evolution (75–90% of sampled texts). Evolutionary theory was associated to moral issues by demonizing scientists and linking evolutionary theory to atrocities (63–93% of sampled texts). Pro-evolutionary rebuttals of creationist claims also contained testimonials (93% of sampled texts) and referred to moral implications (80% of sampled texts) but displayed lower prevalences of stereotypical thinking (47% of sampled texts), confirmation bias (27% of sampled texts) and pseudodiagnostics (7% of sampled texts). The aspects of experiential thinking could also be interpreted as argumentative fallacies. Testimonials lead...

The Impact of Conformance and Experiential Quality on Healthcare Cost and Clinical Performance

Senot, Claire; Chandrasekaran, Aravind; Ward, Peter T.; Tucker, Anita Lynn
Fonte: Harvard University Publicador: Harvard University
Tipo: Research Paper or Report
EN_US
Relevância na Pesquisa
36.36%
The quality of operational processes is an important driver of performance in hospitals. In particular, processes that reliably deliver both evidence-based and patient-centered care, which we call conformance and experiential quality, respectively, have been argued to result in better clinical outcomes. However, hospitals, in general, struggle to perform well on these quality dimensions. Operations management theory suggests that this may be due to the cost involved in combining these dimensions. In other words, there may be a tradeoff between clinical and financial performance. To investigate this issue in detail, we use longitudinal data from 3458 U.S. acute care hospitals and examine the relationships between conformance and experiential quality and two important dimensions of hospital performance: cost efficiency and clinical outcomes. We find that hospitals with high levels of both conformance and experiential quality demonstrate better clinical outcomes as measured by length of stay and readmissions, but have worse performance with regard to cost efficiency. This may result in hospitals inability to invest in both conformance and experiential quality due to the greater financial burden. We conclude by highlighting that although hospitals may need to persevere through a short term financial hardship to achieve high levels of both conformance and experiential quality...

Service Learning in Higher Education: A Road Map

Allan, Emily
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
26.36%
As institutions of higher education struggle to stay relevant, competitive, accessible, and flexible, they are scrambling to attend to a shift in focus for new students. This shift involves experiential learning. The purpose of this major research paper was to examine the existing structures, to seek gaps in the experiential learning programs, and to devise a framework to move forward. The specific focus was on experiential learning at Brock University in the Faculty of Applied Health Sciences. The methodology was underscored with cognitive constructivism and appreciative theory. Data collection involved content analysis steps established by Krippendorff (2004) and Weber (1985). Data analysis involved the four dimensions of reflection designed by LaBoskey, including the purpose, context, content, and procedures. The results developed understandings on the state of formal processes and pathways within service learning. A tool kit was generated that defines service learning and offers an overview of the types of service learning typically employed. The tool kit acts as a reference guide for those interested in implementing experiential learning courses. Importantly, the results also provided 10 key points in experiential learning courses by Emily Allan. A flow chart illustrates the connections among each of the 10 points...

Experiential Learning: Creating Meaningful Opportunities

Ou, Michael
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
36.24%
This study examined the practice and implementation of undergraduate student internships in Ontario, Canada. A literature review revealed that implementation of internships at the undergraduate level in Ontario varies within campuses by faculty and department and also across the university spectrum, partly due to a lack of consistency and structure guiding internship practice in Ontario. Moreover, a lack of general consensus among participating stakeholders concerning the philosophy and approach to internship further complicates and varies its practice. While some departments and universities have started to embrace and implement more experiential learning opportunities into their curriculum, the practice of undergraduate internships is struggling to gain acceptance and validity in others. Using the theory of experiential learning as presented by Dewey (1938) and Kolb (1984) as theoretical frameworks, this research project developed an internship implementation strategy to provide structure and guidance to the practice of internships in Ontario’s undergraduate university curriculum.

Debiasing on a Roll : Changing Gambling Behavior through Experiential Learning

Abel, Martin; Cole, Shawn; Zia, Bilal
Fonte: World Bank Group, Washington, DC Publicador: World Bank Group, Washington, DC
EN_US
Relevância na Pesquisa
36.17%
This paper tests experiential learning as a debiasing tool against gambling and lottery behavior in South Africa. The study implemented a simple, interactive dice game that simulates worsening winning odds of rolling sixes as more dice are added to the game. The analysis exploits two levels of exogenous variation, first from random assignment into the debiasing game, and second from the number of rolls it takes to obtain the sixes. Treated individuals who needed above-median number of rolls to obtain simultaneous sixes are significantly less likely than the control group to gamble or play the lottery in the following year. The converse is true for individuals who needed below-median number of rolls, suggesting a perverse treatment effect among this group. The analysis also finds suggestive evidence that the debiasing affected the sensitivity to varying winning odds. Changes in entertainment utility or risk preferences cannot explain these findings, rather the results are consistent with changes in risk beliefs.

The influence of clinical placement and experiential learning on student nurse development: an exploratory case study.

Donnelly, Francis Patrick
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2014
Relevância na Pesquisa
36.24%
The role of clinical placement and experiential learning in the education and preparation of nurses is complex and difficult to research. The outcomes of nursing education, particularly in relation to the care of patients in acute care settings, are equally challenging. This study was conducted to address the question, ‘How does the teaching model and duration of clinical placement, within an undergraduate nursing program, affect clinical skill acquisition and nursing practice? The study describes the application of case study methodology to the experiences of sixteen graduate nurses within a large South Australian metropolitan hospital. Each participant (case) described through interview, their university and clinical placement experiences. A survey conducted at the same time as the interview focused on the participant’s skills and knowledge of interventions for pressure area care, falls and pneumonia. This emphasis was to examine if the nature of the clinical placement experience was influential in developing the capabilities of graduate nurses. A range of analysis techniques including thematic analysis, parametric and non-parametric analysis and a unique approach using qualitative comparative analysis (QCA) enabled the formation of a case report. As the participants had attended various universities...

An investigation of postgraduate Business students' multimodal literacy and numeracy practices in Finance: A multidimensional exploration

Alyousef, Hesham Suleiman D.
Fonte: Taylor & Francis Publicador: Taylor & Francis
Tipo: Artigo de Revista Científica
Publicado em //2013 EN
Relevância na Pesquisa
26.17%
Empirical research studies of finance have investigated students' performance in Principles of Finance courses and the effect of class attendance on students' performance. Similarly, accounting research has been directed at readability of accounting narratives and lexical choices. However, no published study has explored and analysed the multimodal literacy and numeracy social practices of international students in a core business module, and within a multidimensional research framework. This study is of interest as most international ESL/EFL students in Australia and elsewhere are enrolled in business programmes. This paper explores the literacy and numeracy social practices of 10 first-year Master of Commerce Accounting international students in a Principles of Finance module. It is underpinned by the proposed multidimensional framework which is framed by Halliday's systemic functional linguistic theory and by O'Halloran's multisemiotic framework for the analysis of mathematical symbolism. The findings are presented in terms of (1) the epistemologies of Principles of Finance, (2) a Systemic Functional Multimodal Discourse Analysis (SF-MDA) of the experiential meanings in students' capital budgeting management reports, and (3) a description of the actual practices the participants engaged with to complete the assignment and their explanations of their texts. Implications of these findings and the research framework presented. The SF-MDA contributes to the description of experiential meaning in financial tables and graphs. It indicates a potential research tool for the systemic functional analysis of multimodal finance and accounting discourses. The multidimensional exploration of participants' literacy practices presented here could also provide a framework for similar investigation across a broad range of educational settings.; Hesham Suleiman Alyousef

Affectionate Contact and Theory of Mind Abilities of Parent-Child Dyads

Christopher, Anastasia
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
36.01%
This study was conducted to investigate the extent to which affectionate physical contact (i.e., cuddling) affects preschoolers’ and parents’ abilities to engage in theory-of-mind reasoning. We explored the hypothesis that if affectionate contact affected theory-of-mind, then preschoolers and parents who cuddled would outperform those who did not. To test this hypothesis, we recruited 44 preschool aged children (3.8-4.6-year-olds) and their primary caregivers. We found that children who cuddled with their primary caregiver during a storybook reading task performed significantly better on theory-of-mind tasks compared to children who did not receive a cuddle. Importantly, our findings support the contention that affectionate contact affected children’s performance on theory-of-mind related tasks specifically, but not performance on executive functioning or non-mental representation tasks. A secondary goal of this study was to explore whether any effects of affectionate contact would be mediated by functional polymorphisms of the oxytocin receptor gene (OXTR). Although we were unable to obtain a sample size that was sufficient to directly test this hypothesis, we found that parents homozygous for the G allele at rs2254298 were significantly better at decoding the affective mental states of others compared to those who carried at least one A allele. Thus...

HOW TO BE ALONE: An Exploration of Activities in Solitude and Connections to Processes of Learning

BALSYS, AMANDA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
26.3%
Learner autonomy, the ability to take charge of one’s own learning, is one of the most valuable skills educators can encourage their students to develop. The ability to learn how to learn provides opportunities for students not only to take responsibility for their own learning, but also to determine its direction. What are the avenues one can take to promote the development of learner autonomy? A large body of literature articulating the importance of learning as a structured, experiential process has emerged over the last three decades. The research of John Dewey and David Kolb regarding experiential education has contributed to the formal structure of a method of this kind of learning. Kurt Hahn, whose ideas about experiential learning stress reflection and also solitude, a state of being alone, offer a significant connection to psychologist Mihalyi Csikszentmihalyi’s flow theory, where one is “intensely involved in a meaningful activity [and is] able to remain focused for the length of time needed to achieve a deeply valued goal (Csikszentmihalyi, 2008, p. 6). This connection is seen most clearly in what Csikszentmihalyi suggests are the conditions for flow, one of which is concentration. The ability to concentrate is certainly a condition for higher learning processes and is therefore an important condition to take into consideration with regard to education and learning. Conditions for concentration however...

Jogo e desenvolvimento profissional: análise de uma proposta de formação continuada de professores; Play and professional development: analysis of a proposal of a continued teacher’s formation

Pimentel, Alessandra
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 19/05/2004 PT
Relevância na Pesquisa
26.17%
O presente estudo objetiva analisar as contribuições de uma proposta de formação continuada de professores para o desenvolvimento profissional de educadoras de Ciclo I, pertencentes a uma escola pública paulistana. A pesquisa focaliza o desenvolvimento em curso, relativo a processos ainda não internalizados na profissionalidade, mas potencializados a partir da experiência formativa. O projeto parte da abordagem crítico-reflexiva da profissionalidade com o objetivo de fomentar a investigação docente sobre a própria atuação pedagógica, mediante experiências de ensino com atividades lúdicas. À luz da acepção histórico-cultural de Vygotsky, define-se jogo educativo como mediador proeminente para a aprendizagem escolar e, de maneira isomórfica, propiciador da emancipação profissional. As estratégias formativas edificam-se sob dois eixos: a) reuniões semanais com as professoras para planejamento e discussão sobre jogos e b) atividades lúdicas realizadas com os alunos. Qualificada como estudo de casos, a investigação está centrada no percurso formativo de duas das docentes participantes, utilizando-se categorias de análise elaboradas a partir da teoria de Aprendizagem Experiencial, de David Kolb, e considerando-se o conjunto de dados advindos de três fontes – videogravações...

An Integrated Model of Patient and Staff Satisfaction Using Queuing Theory

Komashie, Alexander; Mousavi, Ali; Clarkson, P. John; Young, Terry
Fonte: IEEE Publicador: IEEE
Tipo: Article; published version
EN
Relevância na Pesquisa
35.94%
This is the final published version of the article, originally published in IEEE Journal of Translational Engineering in Health and Medicine, 3, 2015, DOI: 10.1109/JTEHM.2015.2400436; This paper investigates the connection between patient satisfaction, waiting time, staff satisfaction and service time. It uses a variety of models to enable improvement against experiential and operational health service goals. Patient satisfaction levels are estimated using a model based on waiting (waiting times). Staff satisfaction levels are estimated using a model based on the time spent with patients (service time). An integrated model of patient and staff satisfaction, the Effective Satisfaction Level (ESL) model, is then proposed (using queuing theory). This links patient satisfaction, waiting time, staff satisfaction, and service time, connecting two important concepts, namely experience and efficiency in care delivery and leading to a more holistic approach in designing and managing health services. The proposed model will enable healthcare systems analysts to objectively and directly relate elements of service quality to capacity planning. Moreover, as an instrument used jointly by healthcare commissioners and providers, it affords the prospect of better resource allocation.; The authors acknowledge the North West London Hospitals NHS Trust for supporting this research. We also give special thanks to the following persons for their various contributions to this work: Justin Gore for being a cosupervisor of the project; Professors Lorraine De Sousa of Brunel University and Janet Smart of Oxford University for their many constructive critiques of the initial work. Finally...