Methodological Terminology Research Articles

Penyatuan Istilah dalam Studi Ilmu Tafsir (Eksplorasi Keragaman Istilah Metodologi dalam Tafsir)

Standardization of Terminology in Tafsir Studies (Exploring the Diversity of Methodological Terminology in Tafsir)This article aims to find to offer a uniformity of terms in the science of exegesis. This study uses a qualitative method by implementing library research with content analysis. The results of this study indicate that the causes of differences in the use of terms in the science of interpretation are due to differences in paradigms and the use of terms that do not come from the interpreter and the original source. Thus, a more mature study is needed on the use of technical terms and the constructs of the science of interpretation itself. Meanwhile, the offer of terms and construction of the science of interpretation focuses on the study of the sources of interpretation, the method of interpretation and the style of interpretation, because these three are the essence and basis of the science of interpretation. The conclusion of the research proves that in the study of exegesis there are differences in the use of terms that come from restrictions on different definitions in the discussion of sources, methods and styles of interpretation. It takes a uniform use of terms to facilitate learning interpretation and several other sciences related to it. This study recommends that further research be carried out on other technical terms in the study of interpretation.

Methodological terminology and definitions for research and discussion of cow-calf contact systems.

Due to increasing public concern regarding separation of the dairy cow and calf within the first days after birth, alternative systems, where cows and calves stay in contact for an extended period, are receiving increasing interest from a broad array of researchers and other stakeholders. With more research in the area, there is a risk of inconsistencies emerging in the use of terminology. To create a better consensus in further discussions, the aim of this Research Reflection is to provide definitions and propose a common terminology for cow-calf contact in dairy production. We also suggest definitions for various systems allowing cow-calf contact and describe the distinct phases of cow-calf contact systems.

TOPICALITY OF IMPLEMENTATION OF THE MODEL «CASE-BASED LEARNING» (CBL) SYSTEM IN PROFESSIONAL TRAINING AND CONTINUING PROFESSIONAL DEVELOPMENT OF DOCTORS

At the modern stage of development of the medical education system approaches to educational process change. They are aimed to active direct involvement of students, interns (residents) and doctors-trainees to learning suggested problematic issues. Learning, based on discussion of certain cases or problematic clinical situations (сase-based learning, CBL), belongs to modern imitating active methods of education and is considered as an instrument enabling to apply theoretical knowledge in order to solve practical tasks. The principle of construction of the intellectual educational system including cases assumes mastering skills of differential diagnostics in the process of examination of a virtual patient as well as the most optimal algorithm of treatment. Elaboration of educational systems on the basis of Case-based learning (CBL) assumes an important issue of giving free choice for users concerning the plan of examination and therapeutic tactics of a patient. CBL is used to transmit knowledge in different fields of health care. The Internet widely introduces various sites with sets of cases in order to improve medical education in different branches of learning. Development of Web-technologies enables distant learners to make virtual diagnostics within the regimen of distance access and include CBL in the system of continuing professional advance of doctors with a distant form of learning. Medical education with application of Web-technologies develops progressively, which is caused by easy updating of the course, labile schedule, individual learning, innovation methods of education, automatic registration of educational documents. CBL is determined as a structured model based on the experience of using “living” or imitating cases of patients directed to solving or examining a clinical issue under supervision of a teacher, and achieving assigned tasks of education. Advantages of CBL use include greater focusing on the objectives of learning, flexibility in application of methods, ability to promote deeper level of education, formation of the skills of critical thinking. CBL is an instrument assuming coordination of clinical cases in the sphere of health care, with a content of theoretical and practical knowledge in order to improve clinical efficacy, attitude or group work. The suggested type of education increases quality of clinical knowledge, improves the team work, advances clinical skills and behavioral practice, as well as the results of treatment of patients. Further studies of efficacy and effect of CBL on the quality of education require coordination concerning methodological terminology and definitions, creation of a powerful interdisciplinary base (electronic and printed), including clinical cases from “simple” to more “complicated”.

Psychophysiological Assessment of Stress Under Ecological Settings

Abstract. Stress can negatively impact one’s health and well-being, however, despite the recent evolution in stress assessment research methodologies, there is still little agreement about stress conceptualization and assessment. In an attempt to summarize and reflect on this evolution, this paper aims to systematically review research evidence of ecological approaches on psychophysiological stress assessment. Thus, a literature search of electronic databases was conducted spanning 22 years (1990–2012) and 55 studies were reviewed. Studies were considered for inclusion if they contemplated both psychological and physiological measures of stress under ecological settings. This review focuses on five themes: methodology terminology, research population, study design, measurement, and technology. Findings support the need to use a common methodology terminology in order to increase scientific rigor. Additionally, there seems to be an increasing tendency for the use of these methods by multidisciplinary teams among both clinical and nonclinical populations aiming to understand the relationship between stress and disease. Most of the studies reviewed contemplated a time-based protocol and different conceptualizations of stress were found, resulting in the use of different subjective measures. Findings reinforce the importance of combining subjective and objective measures while also controlling for possible time- or situation-dependent confounders’. Advances in technology were evident and different assessment techniques were found. The benefits and challenges of ecological protocols to assess stress are discussed and recommendations for future research are provided, aiming to overcome previous limitations and advance scientific knowledge in the area.

Clinicians’ self-perceived competency in evidence-based practice at Zagazig University Hospitals, Egypt

Evidence-based medical practice has gained worldwide attention and is an emerging must-know topic for today's physicians. Yet, it continues to puzzle physicians either in its understanding or in its practice, and gaps continue to exist between research-based evidence and clinical practice. This study aimed to evaluate the self perceived EBM competency of the clinicians and staff of Zagazig University Hospital. A cross-sectional study was carried out on a sample of 184 clinicians during the period of March-July 2012 at five randomly chosen special medicine departments (tropical medicine, rheumatology, neurology, dermatology, and hematology-oncology) using a self-administered, specifically tailored questionnaire. Sampled clinicians were dichotomized according to their self-reported frequency of evidence-based practice into evidence-based medicine (EBM) nonusers (62.5%) and EBM users (37.5%). There was no significant difference between users and nonusers in total mean scores (21.37±1.86 vs. 21.34±2.2, P=0.119). Users had significantly higher mean score for self-perceived EBM competency compared with nonusers (P=0.000), although both users and nonusers had unsatisfactory mean score for EBM competency (38.33±2.87 vs. 32.96±3.026, respectively) (median, 39 vs. 33, respectively). Users of EBM had a significantly higher score in competencies related to the use of a bibliographic database, understanding of methodological terminology, confidence in their skills in EBM steps, and consequently in cumulative EBM competency (P=0.000). Our findings support some important facts: first, there is discrepancy between clinicians' perceptions and their competency, as they considered themselves practicing EBM although they were not; second, strategies to promote a change in clinical practice are more likely to be successful if they are based on an analysis of problems. All findings in this study highlighted the importance of training in EBM.