جستجوی مقالات مرتبط با کلیدواژه "inclusion" در نشریات گروه "پزشکی"

Deliberative dialogue (DD) may be relatively new in health research but has a rich history in fostering public engagement in political issues. Dialogic approaches are future-facing, comprising structured discussions and consensus building activities geared to the collective identification of actionable and contextualized solutions. Relying heavily on a need for co-production and shared leadership, these approaches seek to garner meaningful collaborations between researchers and knowledge users, such as healthcare providers, decision-makers, patients, and the public. In this commentary, we explore some of the challenges, successes, and opportunities arising from public engagement in DD, drawing also upon insights gleaned from our own research, along with the case study presented by Scurr and colleagues. Specifically, we seek to expand discussions related to inclusion, power, and accessibility in DD, highlight the need for scholarship that addresses the epistemic, methodological, and practical aspects of patient and public engagement within dialogic methods, and identify promising practices.

Responsive teaching values students' cultural references in all aspects of learning. This study aimed to investigate the status of different dimensions of responsive and justice-oriented education in the area of health from the perspective of experts at Hormozgan University of Medical Sciences and to provide solutions to improve the quality of health services.

This is an applied, descriptive survey with a mixed approachto develop educational programs. Using stratified random sampling 335 faculty members of the Educational and Medical Center of Payambar-e Azam were selected. A literature review and survey of experts for Qualitative data review were done. A researcher-made questionnaire consisting of 5 main dimensions and 170 items was prepared. ForQualitative data review, the data obtained from semi-structured interviews with experts. The content validity of the questionnaire was confirmed and Cronbach's alpha of the questionnaire was greater than 0.70, indicating the confirmation of reliability.

The status of responsive and justice-oriented education in the area of medical science education is desirable in most components, but the components of educational equipment and financial resources, acceptance of new ideas, sense of responsibility in the educator, selection of capable people to provide education, planning educational programs, and the ability of education officials to make decisions in difficult times were not in desirable status.

It is necessary to develop educational programs so that students can acquire the necessary knowledge and skills for their future profession and the ways to be paved for their mastery and clinical skills.

The recent study of which enabling factors can facilitate the specific step of moving from idea generation to implementation in healthcare supports that managing innovation is a context-driven process that goes through six categories of change. While this research provides a general and rather comprehensives overview of what successful innovation work needs, it does not offer deeper insights into how categories of change can be operated in the context of accelerated openness in healthcare. I use the concepts of open innovation and open strategy to trying better understand how openness, in terms of greater inclusion and transparency, may or may not serve healthcare innovation through three theoretical questions: to whom, how and when to open up to foster innovation? Whilst diversity of knowledge, actors and systems are growing drivers of innovation, strategizing openness for more deliberate and impactful inclusion and transparency in healthcare management is key to coproducing better health.

Physical Education and Sports (PES) is essential to the student’s overall education. It has physical, affective, psychological, and social repercussions. Overweight adolescents are sometimes underestimated based on their lower physical performance and suffer from discriminatory attitudes by their peers and their physical education teachers.

This study aimed to investigate the impacts of teacher pedagogy and overweight or obesity on the inclusion of obese students in classrooms and to understand how PES teachers adapt their pedagogical interventions toward this category.

A sample of 48 overweight or obese students and 20 teachers were approached from different schools in Ajman Emirate. Two questionnaires for obese students and PES teachers were used to collect the data.

According to the data collected through the questionnaire, 85.42% of obese students report that they rarely practice or do not practice physical activity outside of school, and 73.42% go to school by bus or car. In addition, 66.7% of the surveyed students said being overweight is a barrier to PSE practice. Similarly, 75% of the surveyed teachers said that obese students are not integrated with the PES course, but only 55% of teachers reported that the obese student became an obstacle in PES sessions, while 80% of teachers reported that obese or overweight students were marginalized by their colleagues.

Our study confirmed an urgent need for effective teaching strategies/ pedagogies to include overweight or obese students in physical education engagement and learning.

This paper reviews the current literature on acquired brain injury (ABI) with a focus on ABI burden, importance of community integration, and community integration definitions suggested by the literature. Literature review Acquired brain injury (ABI) is referred to a diverse range of disabilities resulted of injury in different parts of the brain. People with ABI are in face with different aspects of individual, family and social concerns or burdens which directly affect their lives. Although community integration as an ultimate aim of rehabilitation is optimal approach to overcome their consequences, a comprehensive concept of it is always challenging. There are several different definitions for community integration including various aspects of life with ABI. Living with brain injury constitutes an expanded experience of community isolation and consequences which reduces participation and social integration. Community integration is aimed to condense concerns of people with ABI with returning them to community.

This study presents the influence of hydroxypropyl-β-cyclodextrin (HPBCD) on the aqueous solubility of acyl esters of cyproterone. First, a number of esters of cyproterone were synthesized. Then the phase solubility analysis of the compounds in the presence of HPBCD was investigated in phosphate buffer solution at a pH of 7.4. To gain a better understanding of the complexation mechanism, the synthesized compounds were docked inside the HPBCD cavity using the Autodock program. The results show that the interaction between the synthesized compounds and HPBCD is of type AL and all of the compounds exhibited higher solubility as a result of complexation with HPBCD. The extent of increase in solubility was consistently greater as the ester chain length ascends by 4 carbon atoms. This increase in solubility is in agreement with the results obtained by calculating docking scores.