The Experts below are selected from a list of 63 Experts worldwide ranked by ideXlab platform
David A Groneberg - One of the best experts on this subject based on the ideXlab platform.
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being prepared to work in gynecology medicine evaluation of an intervention to promote junior gynecologists professionalism mental health and job satisfaction
Archives of Gynecology and Obstetrics, 2017Co-Authors: Stefanie Mache, Lisa Baresi, Monika Bernburg, Karin Vitzthum, David A GronebergAbstract:Background Dealing with work-related stress is highly prevalent for employees in Gynecology Medicine. Junior physicians, in particular, have to face high working demands and challenges while starting their medical career after graduation. Job resources (i.e., social support) and personal resources (coping Skills) might reduce job strain. The evidence for supportive and effective mental health interventions for clinicians is limited. Offering Psychosocial Skill training for entrants in Gynecology Medicine is expected to be highly beneficial. Following this, the present pilot study focused on strengthening physicians’ Psychosocial Skills and analyzed the effects of innovative training for junior gynecologists working in German hospitals.
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Evaluation of a Multicomponent Psychosocial Skill Training Program for Junior Physicians in Their First Year at Work: A Pilot Study.
Family medicine, 2015Co-Authors: Stefanie Mache, Karin Vitzthum, Burghard F. Klapp, David A GronebergAbstract:BACKGROUND The present study was designed to gather preliminary information regarding the feasibility of implementing a Psychosocial resilience program and to assess if the program would potentially promote protective factors (such as resiliency, self-efficacy) and job satisfaction as well as decreasing perceived stress among a sample of German junior physicians. METHODS Eighty-two junior physicians in their first year after graduation took part in the project and were randomized in a controlled trial to either an intervention or a control group for 3 months. The intervention group was offered resilience training combined with cognitive behavioral and solution-focused counseling. Primary outcome measures included scales of the PSQ, BRCS, SWOPE, and COPSOQ. Two post-intervention follow-up measurements proved the effectiveness of the intervention. RESULTS There was a significant improvement between baseline and follow-up intervention scores on measures of resilience, self-efficacy, optimism, and perceived stress observed in the intervention group compared to the control group. Job satisfaction did not significantly differ between baseline and follow-ups. CONCLUSIONS These results indicate that the program to enhance resilience and decrease stress among physicians is feasible to implement as a group training program in a workplace setting. Further, the intervention provides statistically significant improvement in perceptions of distress and strengthens protective factors (such as resiliency).
Stefanie Mache - One of the best experts on this subject based on the ideXlab platform.
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being prepared to work in gynecology medicine evaluation of an intervention to promote junior gynecologists professionalism mental health and job satisfaction
Archives of Gynecology and Obstetrics, 2017Co-Authors: Stefanie Mache, Lisa Baresi, Monika Bernburg, Karin Vitzthum, David A GronebergAbstract:Background Dealing with work-related stress is highly prevalent for employees in Gynecology Medicine. Junior physicians, in particular, have to face high working demands and challenges while starting their medical career after graduation. Job resources (i.e., social support) and personal resources (coping Skills) might reduce job strain. The evidence for supportive and effective mental health interventions for clinicians is limited. Offering Psychosocial Skill training for entrants in Gynecology Medicine is expected to be highly beneficial. Following this, the present pilot study focused on strengthening physicians’ Psychosocial Skills and analyzed the effects of innovative training for junior gynecologists working in German hospitals.
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Evaluation of a Multicomponent Psychosocial Skill Training Program for Junior Physicians in Their First Year at Work: A Pilot Study.
Family medicine, 2015Co-Authors: Stefanie Mache, Karin Vitzthum, Burghard F. Klapp, David A GronebergAbstract:BACKGROUND The present study was designed to gather preliminary information regarding the feasibility of implementing a Psychosocial resilience program and to assess if the program would potentially promote protective factors (such as resiliency, self-efficacy) and job satisfaction as well as decreasing perceived stress among a sample of German junior physicians. METHODS Eighty-two junior physicians in their first year after graduation took part in the project and were randomized in a controlled trial to either an intervention or a control group for 3 months. The intervention group was offered resilience training combined with cognitive behavioral and solution-focused counseling. Primary outcome measures included scales of the PSQ, BRCS, SWOPE, and COPSOQ. Two post-intervention follow-up measurements proved the effectiveness of the intervention. RESULTS There was a significant improvement between baseline and follow-up intervention scores on measures of resilience, self-efficacy, optimism, and perceived stress observed in the intervention group compared to the control group. Job satisfaction did not significantly differ between baseline and follow-ups. CONCLUSIONS These results indicate that the program to enhance resilience and decrease stress among physicians is feasible to implement as a group training program in a workplace setting. Further, the intervention provides statistically significant improvement in perceptions of distress and strengthens protective factors (such as resiliency).
Patrick W. Corrigan - One of the best experts on this subject based on the ideXlab platform.
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The Effects of Antipsychotic and Antiparkinsonian Medication on Psychosocial Skill Learning
Clinical Psychology: Science and Practice, 1995Co-Authors: Patrick W. CorriganAbstract:Although research suggests that therapeutic outcomes for schizophrenic patients are enhanced when antipsychotic medication is combined with Psychosocial Skill learning, the manner by which the two approaches combine has not been well delineated. The combination is described in this article in terms of mediating cognitive variables. Two bodies of research were examined: (a) studies that investigated the relationship between information processing deficits of schizophrenia and Psychosocial Skill learning and (b) studies that examined medication effects on cognitive functioning. Research suggests that Psychosocial Skill learning is significantly related to visual vigilance and verbal recall. Research also suggests that low to moderate doses of antipsychotic medications improve vigilance of schizophrenic patients but have not been shown to consistently improve verbal memory; high doses, on the other hand, may significantly diminish vigilance. Anticholiner-gic medication, but not dopamine agonists, seems to exacerbate the verbal memory deficits of schizophrenia. The combined evidence suggests that low to moderate doses of antipsychotic medication may improve Psychosocial Skill learning. However, high-dose antipsy-chotics or anticholinergic medication may actually diminish Skill learning.
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Learning medication self-management Skills in schizophrenia: Relationships with cognitive deficits and psychiatric symptoms*
Behavior Therapy, 1994Co-Authors: Patrick W. Corrigan, Charles J. Wallace, Mark L. Schade, Michael F. GreenAbstract:Previous research has shown that the Psychosocial Skill learning of patients with schizophrenia is associated with several aspects of information processing. These processes may limit the effectiveness of Skills training. The contributions of visual vigilance, verbal memory, conceptual flexibility, and psychiatric symptoms to medication self-management Skill learning were examined in 30 subjects with schizophrenia. Results showed that Skill learning was significantly associated with recall memory and visual vigilance but not with conceptual flexibility. Additional analyses showed that Skill learning was not related to psychotic symptoms; nonsignificant trends were found with an index of negative symptoms. These findings may help clinical investigators develop cognitive rehabilitation strategies that facilitate Psychosocial Skill learning for this population.
Bezabih Wondimu - One of the best experts on this subject based on the ideXlab platform.
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Co-curricular Activities and Its Contribution for Psychosocial Skills Development of Students in Upper Primary Schools of Sinana Woreda, Bale Zone, Oromia
Journal of Education and Practice, 2019Co-Authors: Bezabih WondimuAbstract:The purpose of this research article was to explore co-curricular activities and its contributions for Psychosocial Skill development of students in upper primary schools of sinana Woreda, Bale zone, Oromia. Pragmatic research paradigm that require mixed research approach more specifically a quantitative dominate concurrent triangulation research design was used to assess co-curricular activities and its contributions for Psychosocial Skill development of students in upper primary schools of sinana Woreda, Bale zone, Oromia.. The study population consisted of 36 upper primary schools, 2484 co-curricular member students, and 180 co-curricular activity coordinating teachers. Systematic and simple random sampling design were used to select samples of 332 students and ten schools. From the selected ten schools, ten vice directors and 50 selected co-curricular activity coordinating teachers were purposively and simple random sampling techniques were used to approach individual samples The instruments used in data collection were questionnaires and interview questions. Data were collected and analyzed using descriptive statistics such as frequencies tables, mean, and standard deviation and inferential statistics, F-test of one-way ANOVA. Qualitative data collected by means of interview were analyzed by means of narration, direct quotations and paraphrasing of the response of the respondents. The analysis made showed that there were active students’ engagement and practicing different types of activities in co-curricular activity program in upper primary schools of Sinana Woreda. In addition, the findings of the study revealed that were accounts for more than 78.9% revealed that co-curricular activities held in upper primary schools of Sinana Woreda were contributed much to the Psychosocial Skills development of the students. However, there were unresolved challenges that hindered students’ effective and efficient devotion to their fullest capacity to do well in co-curricular activities. Therefore, to overcome such challenges and further enhance student’s role in co-curricular activities, it was suggested that students, co-curricular activity coordinating teachers, school administration, and school community together with woreda education office have to give special attention to actively engage students, follow up, monitor, and provide all necessary financial and material supply for co-curricular activities. Keywords: Co-curricular, Psychosocial, Practice, Challenges, and Skill development DOI : 10.7176/JEP/10-28-06 Publication date :October 31 st 2019
Gonfa Zeleke - One of the best experts on this subject based on the ideXlab platform.
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Co-curricular Activities and Its Contribution for Psychosocial Skills Development of Students in Upper Primary Schools of Sinana Woreda, Bale Zone, Oromia, Ethiopia
Research on Humanities and Social Sciences, 2019Co-Authors: Gonfa ZelekeAbstract:The purpose of this research article was to explore co-curricular activities and its contributions for Psychosocial Skill development of students in upper primary schools of sinana Woreda, Bale zone, Oromia. Pragmatic research paradigm that require mixed research approach more specifically a quantitative dominateconcurrent triangulation research design was used to assess co-curricular activities and its contributions for Psychosocial Skill development of students in upper primary schools of sinana Woreda, Bale zone, Oromia.. The study population consisted of 36 upper primary schools, 2484 co-curricular member students,and 180 co-curricular activity coordinating teachers. Systematic and simple random sampling design were used to select samples of 332 students and ten schools. From the selected ten schools, ten vice directors and 50 selected co-curricular activity coordinating teachers were purposively and simple random sampling techniques were used to approach individual samples The instruments used in data collection were questionnaires and interview questions.Data were collected and analyzed using descriptive statistics such as frequencies tables, mean, and standard deviation and inferential statistics, F-test of one-way ANOVA. Qualitative data collected by means of interview were analyzed by means of narration, direct quotations and paraphrasing of the response of the respondents. The analysis made showed that there were active students’ engagement and practicing different types of activities in co-curricular activity program in upper primary schools of Sinana Woreda.In addition, the findings of the study revealed that were accounts for more than 78.9% revealed that co-curricular activities held in upper primary schoolsof Sinana Woreda were contributed much to the Psychosocial Skills developmentof the students. However, there were unresolved challenges that hindered students’ effective and efficient devotion to their fullest capacity to do well in co-curricular activities. Therefore, to overcome such challenges and further enhance student’s role in co-curricular activities, it was suggested that students, co-curricular activity coordinating teachers, school administration, and school community together with woreda education office have to give special attention to actively engage students,follow up, monitor, and provide all necessary financial and material supply for co-curricular activities. Keywords: Co-curricular, Psychosocial, Practice, Challenges, and Skill development DOI: 10.7176/RHSS/9-23-03 Publication date: December 31st 201