1,721,004 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Using simulation for achieving competency in the practical procedures of a Critical care nursing programme
Get PDFThesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.Background to the study: The Critical Care nursing programme at the Faculty of
Health Sciences (Stellenbosch University) is a one-year programme. The practical
component consists of practical procedures and case presentations. Students have
limited time available in the clinical areas to reach competency in the practical skills.
Students tend to use the majority of the clinical teaching time available to reach
competency in these practical procedures, rather than discussing the patient and
learning the skills to integrate and understand the patient’s condition and treatment,
which they can acquire by doing case presentations. The end result of this misuse of
clinical contact time is that some of the students, by the end of their programme, still
have difficulty to integrate a patient’s diagnosis and treatment regime, although they
have managed to complete the expected practical procedures.
Summary of the work: A case study design was used. I wanted to investigate whether
one could make use of simulation and the Clinical Skills Centre (CSC) to complete the
majority of the practical procedures so that more time would be available in the clinical
areas for the students to do case presentations. The study focuses on describing how
the tutors and students involved experienced the use of simulation, as well as how it
impacted on the available teaching time in the clinical areas.
Conclusions and recommendations: Some of the most important issues that were
highlighted in the study and needs to be mentioned are the following:
· The students highly valued supervision by a Critical Care tutor when practising their
skills in the CSC.
· Students indicated that they valued the opportunity to practise some of the more
risky procedures in simulation, because it presents no risk to patients.
· Case presentations seem important to be added to the CSC’s practical sessions in
order to attempt making the practical simulated scenarios even more realistic.
· The teaching at the bedside in the clinical areas used to be done somewhat ad hoc.
With the teaching in the CSC now being much more structured, this necessitates the
teaching at the bedside to be revisited and to be structured to a certain extent.
Summary of the results: The information obtained from the Critical Care tutors and the
students indicated that these two groups were largely in agreement that simulation
seems to be valuable and can effectively be used in a Critical Care nursing programme.Master
Engaging patient-centredness in an undergraduate medical curriculum
Get PDFThesis (DPhil)--Stellenbosch University, 2016.ENGLISH SUMMARY : There is ample evidence that medical students’ empathy with their patients and their inclination towards patient-centeredness decline from the time they enter medical school until they complete their medical education. Patient-centeredness , an approach that puts the patient at the center of the consultation, thus focusing on patients instead of on their disease, has been identified by most medical schools worldwide as a desired core competence of their graduates. It thus seems vital that medical schools foster patient-centered values and behaviour in their graduates. However, there seems to be a focus on the biomedical aspects of patients in the practice and theory of teaching and learning in undergraduate medical curricula; therefore, students tend to become cynical and soon tend to focus on the disease of their patients. The expectation that doctors should be patient-centered has thus caused medical curriculum planners worldwide to pay attention to aspects such as communication skills training, the inclusion of subjects from the humanities and placements of students in longitudinal clerkships. Relevant literature reports that despite some of these initiatives, undergraduate medical students often still display a lack of patient- centeredness by the time they graduate. This state of affairs is reason for concern and it was thus deemed important to explore the possible factors that enable or inhibit the teaching and learning of patient-centeredness in undergraduate medical curricula. The aim of this study was therefore to gain a better understanding of the factors that influence the learning of patient- centeredness in at least one undergraduate medical programme. An explorative programmatic case study design, rooted in an interpretive knowledge paradigm, was considered most appropriate for the study in which final-year medical students and their lecturers participated. Observations of clinical teaching activities were also conducted and curriculum documents of the undergraduate medical (MB, ChB) curriculum at Stellenbosch University were analyzed. Themes of meaning were deduced from the data by employing components of an integrated behaviour model (IM). The findings of the study revealed that the following factors play a role in students’ learning about patient-centeredness : background characteristics of students and their lecturers, attitudinal factors, acquired skills and knowledge, subjective norms (the hidden curriculum), student self-efficacy, assessment of learning, and the environment or context within which patient- centeredness is taught and learnt. Two factors that have proved to have a highly significant effect on the learning of patient-centeredness are subjective norms and assessment. Subjective norms refer to the clinical learning environment where the students are exposed to role models, as well as opportunities to practice patient-centeredness on real patients. The latter is highly important in the process by which students develop self-efficacy, especially if followed by opportunities for feedback from a clinician teacher as well as opportunities for reflection on such feedback in order to discover new meanings and learn new practices. Assessment is recognized as an important factor that drives student learning, and the lack of assessment of patient-centeredness in many departments renders a message strongly favouring the biomedical component of patient care. The study provides new insights into the teaching and learning of patient-centeredness in an undergraduate medical curriculum by suggesting an adapted version of Fischbein’s IM and an improved understanding of enablers and disablers in the teaching and learning of patient-centeredness . This study further points to a need for a jointly planned and well-coordinated approach to the formal, informal and hidden curriculum spaces within one MB, ChB programme with well-trained clinician teachers/faculty members who understand the importance and application of patient-centeredness in modern medical practice.AFRIKAANSE OPSOMMING : Daar is vele bewyse dat mediese studente se empatie met hul pasiënte en geneentheid tot pasiënt-gesentreerdheid afneem vandat hulle met hul mediese onderrig begin totdat hulle dit voltooi. Pasiënt-gesentreerdheid, ʼn benadering wat die pasiënt in die middelpunt van die
konsultasie plaas en op die pasiënt fokus in plaas van op sy/haar siekte, word deesdae deur die meeste mediese skole ter wêreld geïdentifiseer as ʼn gewenste kernvaardigheid van hul graduandi. Dit is dus baie belangrik dat mediese skole pasiënt-gesentreerde waardes en gedrag in hul graduandi koester. Daar blyk egter nog steeds ʼn fokus te wees op die biomediese aspekte van pasiënte in die voorgraadse mediese kurrikula se leer- en onderrigpraktyke en teorie en dit het tot gevolg dat studente geneig is om sinies te raak en op die siektes van ‘n pasiënt te konsentreer, eerder as op ʼn volwaardige mens. Die verwagting dat dokters pasiënt-gesentreerd moet wees, het veroorsaak dat mediese kurrikula regoor die wêreld aandag begin gee het aan aspekte soos opleiding in kommunikasievaardighede, die insluiting van vakke van die humaniora, en plasings in longitudinale kliniese rotasies. Relevante literatuur dui aan dat, ten spyte van sekere van hierdie inisiatiewe, daar steeds ʼn tekort is aan pasiënt-gesentreerdheid in voorgraadse mediese studente teen die tyd wat hul gradueer. Hierdie situasie is kommerwekkend; daarom was dit belangrik om uit te vind wat die faktore is wat die leer en onderrig van pasiëntgesentreerdheid in voorgraadse kurrikula aanhelp of inhibeer. Die studie was dus daarop gemik om beter te verstaan wat die faktore is wat die leer en onderrig van voorgraadse mediese studente beïnvloed wat betref pasiënt-gesentreerdheid in ten minste een voorgraadse mediese studieprogram. ʼn Eksploratiewe programmatiese gevallestudie-ontwerp, gegrond in ʼn interpretatiewe kennisparadigma, is aanvaar as die toepaslikste vir die studie waaraan finalejaar mediese studente en hul dosente deelgeneem het. Observasies van kliniese leeraktiwiteite is gedoen tesame met die analise van die kurrikulumdokumente van die voorgraadse mediese (MB, ChB) program van die Universiteit Stellenbosch. Temas van betekenis is afgelei van die data deurdat komponente van Fishbein se Geïntegreerde Gedragsmodel (IM) gebruik is. Die bevindinge van die studie het aangetoon dat die volgende faktore ʼn rol speel in die student se leer van pasiënt-gesentreerdheid: agtergrond-eienskappe van studente en hul dosente, faktore ten opsigte van hul houding, aangeleerde vaardighede en kennis, subjektiewe norms (die verskuilde kurrikulum), studente se selfwerksaamheid, assessering van leer, en die omgewing of konteks waar pasiënt-gesentreerdheid geleer word. Daar is bevind dat twee faktore ʼn groot invloed op die leer van pasiënt-gesentreerdheid het, naamlik subjektiewe norms en assessering. Subjektiewe norms verwys na die kliniese leeromgewing waar die studente blootgestel word aan rolmodelle sowel as aan geleenthede waar hul pasiënt-gesentreerdheid op pasiënte kan beoefen. Laasgenoemde is baie belangrik in die proses waartydens student selfwerksaamheid ontwikkel, veral as dit gevolg word deur terugvoergeleenthede van kliniese dosente sowel as kanse om te reflekteer op die terugvoer in ʼn poging om nuwe begrippe en nuwe praktyke aan te leer. Assessering is ook uitgewys as ʼn belangrike faktor wat studente se leer rig, aangesien die nie-assessering van pasiënt-gesentreerdheid in baie departemente ʼn boodskap uitstuur dat die biomediese komponent van pasiëntesorg die belangrikste is. Die studie verskaf nuwe insigte in die leer en onderrig van pasiënt-gesentreerdheid in ʼn voorgraadse kurrikulum en stel ʼn aangepaste weergawe van die IM-model voor. Dit dra ook daartoe by dat die faktore wat die leer van pasiënt-gesentreerdheid aanhelp of inhibeer beter verstaan word. Die studie wys verder op die behoefte van ʼn gesamentlik beplande, goed gekoördineerde benadering tot die formele, informele en verskuilde kurrikulumruimtes in een MB,ChB-program saam met goed opgeleide kliniese dosente wat die belangrikheid van die
toepassing van pasiënt-gesentreerdheid in moderne mediese praktyk verstaan.Doctora
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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