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129 results on '"Yu, Tzu-Chieh"'

7. Nursing, Pharmacy, or Medicine? Disgust Sensitivity Predicts Career Interest among Trainee Health Professionals

Author

Consedine, Nathan S., Yu, Tzu-Chieh, and Windsor, John A.

Abstract

Given global demand on health workforces, understanding student enrollment motivations are critical. Prior studies have concentrated on variation in career and lifestyle values; the current work evaluated the importance of disgust sensitivity in the prediction of health career interests. We argue that emotional proclivities may be important and that disgust sensitivity may help explain differential student interest in nursing, pharmacy, or medical careers. 303 first year students attending a required course in human behavior provided consent before completing questionnaires assessing: (1) demographics, (2) career intentions/interests, (3) traditional determinants of career intention/interest, and (4) dispositional disgust sensitivity. As expected, disgust sensitivity varied across the three majors, with those targeting medical careers being less sensitive than those interested in either nursing or pharmacy. As importantly, even when controlling for demographics and traditional career determinants, analyses showed that greater disgust sensitivity was associated with reduced odds of intended enrolment in pharmacy versus medicine or nursing but did not predict the distinction between nursing and medicine. The impact of disgust sensitivity on career interest was substantial and equivalent to established predictors of career intention. Disgust sensitivity may represent an important factor impacting the specific choices students make within the health professions, particular when students are choosing between careers involving greater and lesser degrees of exposure to the normative elicitors of disgust.

Published
2013
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24. Preparedness of medical students and junior doctors for their role as clinical leaders: A systematic review.

Author

Barnes, Tracey, Yu, Tzu-Chieh Wendy, and Webster, Craig S.

Subjects
*ERIC (Information retrieval system), *PSYCHOLOGY of medical students, *MEDLINE, *ONLINE information services, *PSYCHOLOGY of physicians, *RESPONSIBILITY, *SYSTEMATIC reviews, *GRADUATES, *JOB performance, *OCCUPATIONAL roles, *PSYCHOSOCIAL factors
Abstract

Introduction: Clinical leadership skills are essential across all levels of a healthcare organization and must be employed by those most appropriate to the situation, regardless of position or profession. However, most medical students and junior doctors remain unaware of how leadership can be assimilated into their everyday clinical practice. Aim: To investigate the perceived preparedness of medical students and junior doctors for their role as clinical leaders. Methods: A systematic search was performed of the MEDLINE, ERIC and PubMed databases. Papers pertaining to medical students and junior doctors that included primary data on preparedness for clinical leadership or behaviors associated with being a clinical leader were included. Results: Sixteen papers were included and analyzed after screening 254. No studies specifically assessed the transition to clinical leader. Evidence suggests that new graduates perceive leadership as individualistic and hierarchical, and that they are only partially prepared to fill this role. Preparedness for clinical leadership was associated with increasing responsibility, experience and time-served. Conclusions: New graduates are unlikely to question senior colleagues as they lack leadership-specific communication skills. Further research is required into how to actively promote leadership in medical students and ease the transition to leadership roles within clinical teams. [ABSTRACT FROM AUTHOR]

Published
2020
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25. CatAR

Author

Huang, Yu-Hsuan, primary, Chang, Hao-Yu, additional, Yang, Wan-ling, additional, Chiu, Yu-Kai, additional, Yu, Tzu-Chieh, additional, Tsai, Pei-Hsuan, additional, and Ouhyoung, Ming, additional

Published
2018
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28. Analyzing OpenCL 2.0 workloads using a heterogeneous CPU-GPU simulator

Author

Wang, Li, primary, Tsai, Ren-Wei, additional, Wang, Shao-Chung, additional, Chen, Kun-Chih, additional, Wang, Po-Han, additional, Cheng, Hsiang-Yun, additional, Lee, Yi-Chung, additional, Shu, Sheng-Jie, additional, Yang, Chun-Chieh, additional, Hsu, Min-Yih, additional, Kan, Li-Chen, additional, Lee, Chao-Lin, additional, Yu, Tzu-Chieh, additional, Peng, Rih-Ding, additional, Yang, Chia-Lin, additional, Hwang, Yuan-Shin, additional, Lee, Jenq-Kuen, additional, Tsao, Shiao-Li, additional, and Ouhyoung, Ming, additional

Published
2017
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32. ThirdEye

Author

Wang, Yu-Xiang, primary, Tsai, Yu-Ju, additional, Huang, Yu-Hsuan, additional, Yang, Wan-Ling, additional, Yu, Tzu-Chieh, additional, Chiu, Yu-Kai, additional, and Ouhyoung, Ming, additional

Published
2016
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33. Scope+

Author

Huang, Yu-Hsuan, primary, Yu, Tzu-Chieh, additional, Tsai, Pei-Hsuan, additional, Wang, Yu-Xiang, additional, Yang, Wan-ling, additional, Chang, Hao-Yu, additional, Chiu, Yu-Kai, additional, Yu-Ju, Tsai, additional, and Ouhyoung, Ming, additional

Published
2016
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35. Demo hour

Author

Agrawal, Harshit, primary, Umapathi, Udayan, additional, Kovacs, Robert, additional, Frohnhofen, Johannes, additional, Chen, Hsiang-Ting, additional, Mueller, Stefanie, additional, Baudisch, Patrick, additional, Rubens, Calvin, additional, Braley, Sean, additional, Gomes, Antonio, additional, Goc, Daniel, additional, Zhang, Xujing, additional, Carrascal, Juan Pablo, additional, Vertegaal, Roel, additional, Huang, Yu-Hsuan, additional, Yu, Tzu-Chieh, additional, Tsai, Pei-Hsuan, additional, Wang, Yu-Xiang, additional, Yang, Wan-ling, additional, Chang, Hao-Yu, additional, Chiu, Yu-Kai, additional, Yu-Ju, Tsai, additional, Ouhyoung, Ming, additional, Sato, Munehiko, additional, Puri, Rohan S., additional, Olwal, Alex, additional, Chandra, Deepak, additional, Poupyrev, Ivan, additional, and Raskar, Ramesh, additional

Published
2016
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36. Scope+

Author

Huang, Yu-Hsuan, primary, Yu, Tzu-Chieh, additional, Tsai, Pei-Hsuan, additional, Wang, Yu-Xiang, additional, Yang, Wan-ling, additional, and Ouhyoung, Ming, additional

Published
2015
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38. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school

Author

Yu ,Tzu-Chieh, Wilson,Nichola C, Singh,Primal P, Lemanu,Daniel P, Hawken,Susan J, Hill,Andrew G, Yu ,Tzu-Chieh, Wilson,Nichola C, Singh,Primal P, Lemanu,Daniel P, Hawken,Susan J, and Hill,Andrew G

Abstract

Tzu-Chieh Yu¹, Nichola C Wilson², Primal P Singh¹, Daniel P Lemanu¹, Susan J Hawken³, Andrew G Hill¹¹South Auckland Clinical School, University of Auckland, Auckland, New Zealand; ²Department of Surgery, University of Auckland, Auckland, New Zealand; ³Department of Psychological Medicine, University of Auckland, Auckland, New ZealandIntroduction: International interest in peer-teaching and peer-assisted learning (PAL) during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short- and long-term impacts on learning outcomes and clinical practice.Objective: To summarize and critically appraise evidence presented on peer-teaching effectiveness and its impact on objective learning outcomes of medical students.Method: A literature search was conducted in four electronic databases. Titles and abstracts were screened and selection was based on strict eligibility criteria after examining full-texts. Two reviewers used a standard review and analysis framework to independently extract data from each study. Discrepancies in opinions were resolved by discussion in consultation with other reviewers. Adapted models of “Kirkpatrick’s Levels of Learning” were used to grade the impact size of study outcomes.Results: From 127 potential titles, 41 were obtained as full-texts, and 19 selected after close examination and group deliberation. Fifteen studies focused on student-learner outcomes and four on student-teacher learning outcomes. Ten studies utilized randomized allocation and the majority of study participants were self-selected volunteers. Written examinations and observed clinical evaluations were common study outcome assessments. Eleven studies provided student-teachers with formal teacher

Published
2011

50. Lisfranc fracture-dislocation precipitating acute Charcot arthopathy in a neuropathic diabetic foot: a case report

Author

Ajith Munasinghe Dissanayake, Wendy Yu Tzu-Chieh, Kenneth Ross Muir, and Joey Yeoh

Subjects
Medicine(all), Lisfranc injury, Pediatrics, medicine.medical_specialty, education.field_of_study, business.industry, Population, Case Report, General Medicine, medicine.disease, Diabetic foot, Surgery, Arthropathy, medicine, Long term outcomes, Diabetic patient, business, education
Abstract

The Lisfranc injury is relatively uncommon yet remains popular in the literature due to its variable causative mechanisms and subtleties in radiographic features despite its potential for disabling long term outcomes if treatment is inadequate, inappropriate or delayed. These injuries are especially pertinent in diabetic patients, especially those with neuropathy, since they are more common, can lead to Charcot neuropathic joint, ulcers and have different causative mechanisms compared to the general population. We describe the case of a neuropathic diabetic patient who presented with a Lisfranc injury which precipitated the development of acute Charcot arthropathy in the right foot. The case serves to illustrate several salient points about the Lisfranc joint and related injuries in diabetic patients.

Published
2008

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