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Published: 10 March 2023

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1

Mezirow, Jack. Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco: Jossey-Bass, 2010.

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Mezirow, Jack. Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco: Jossey-Bass, 2010.

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1952-, Taylor Edward W., ed. Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco, CA: Jossey-Bass, 2009.

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4

Gherardi, Silvia. Learning and knowing in practice-based studies. Cheltenham, U.K: Edward Elgar, 2012.

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5

M, Underwood Jean D., ed. Computer based learning: Potential into practice. London: D. Fulton Publishers, 1994.

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6

C, Gauthier Candace, ed. Evidence-based medical ethics: Cases for practice-based learning. Totowa, N.J: Humana Press, 2008.

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7

Snyder, John E. Evidence-based medical ethics: Cases for practice-based learning. Totowa, N.J: Humana Press, 2008.

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8

Björck, Ulric. Distributed problem-based learning: Studies of a pedagogical model in practice. Göteborg: Acta Universitatis Gothoburgensis, 2004.

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9

G, Sebastian Juliann, and Stanhope Marcia, eds. Case studies in community health nursing practice: A problem-based learning approach. St. Louis, MO: Mosby, 1999.

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10

Kemp, Ian J. Structured industrial practice studies: An approach to the integration of academic and work-based learning. Glasgow: Glasgow Polytechnic, 1992.

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11

Kemp, Ian J. Structured industrial practice studies: An approach to the integration of academic and work-based learning. Glasgow: Glasgow Polytechnic, 1992.

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12

Kajee, Leila. Constructing identities in online communities of practice: A case study of online learning. Oxford: Peter Lang, 2008.

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Kajee, Leila. Constructing identities in online communities of practice: A case study of online learning. Oxford: Peter Lang, 2008.

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14

Suhova, Elena. Technology training. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/980413.

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The tutorial provides information on methodological teaching AIDS, and methods of control, the basics of andragogika, training technology, the main channels of information perception. Examples are given of the development of the training. The peculiarities of the basic psychological types of people that are important for learning. Based on the author's studies of the personal characteristics of modern workers on which to draw when developing training programs. Presents the author's method of self-transformation of the personality of the coach. Meets the requirements of Federal state educational standards of higher education of the last generation. For students of higher educational institutions enrolled in directions of preparation "personnel Management", "Management", and for leading training and individuals associated with staff training.
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15

Self-study and inquiry into practice: Learning to teach for equity and social justice in the elementary school classroom. Milton Park, Abingdon, Oxon: Routledge, 2012.

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16

Pachpande, Priti, and Sham Bachhav. Indian Business Case Studies Volume IV. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192869401.001.0001.

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Abstract Case Volume IV brings industry live into the classroom for management students and onto the desks of scholars, managers, and entrepreneurs for analysis, prognosis, and application in the real world business issues through very relevant and interesting case studies from Indian Business and Economy. The case studies are chosen ones from every management field, be it Business strategy, Human Resources Management, Finance, Marketing or Business operations management aspects. The case studies are on major transformative events in business environment and strategy that brought in disruptive changes like e-commerce, digitalization in every sector, be it Telecom, Banking, Insurance, or public sector are included as case studies in this case volume. The case volume includes Business Case Studies designed and developed based on current business and economic scenario in India both based on published data and field search live case studies. These case studies enable effective adoption to case methodology of teaching for UG and PG Studies in Business Management as also best suited for Management Development programs in Business and Industry. These case studies offer best of opportunities and tools to be used in offline and online teaching and learning methodology especially help developing analytical skills and problem resolution techniques in the students of Business Management studies and young and aspiring business executives globally.
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17

Schwartz, Peter. Problem Based-Learning: Case Studies, Experience and Practice. Routledge, 2001.

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18

Kruizinga, Renske, Jacques Körver, and Martin Walton. Learning from Case Studies in Chaplaincy: Towards Practice Based Evidence and Professionalism. Eburon Academic Publishers, 2021.

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19

Case Studies in Community Health Nursing Practice: A Problem-Based Learning Approach. Mosby, 1998.

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20

Case Studies in Community Health Nursing Practice: A Problem-Based Learning Appr. Mosby Elsevier Health Science, 1998.

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21

Bjorck, Ulroc. Distributed Problem-based Learning: Studies of a Pedagogical Model in Practice (Goteborg Studies in Educational Sciences). ACTA Universitatis Gothoburgensis, 2004.

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22

Swan, Kathy, S. G. Grant, and Lee John. Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model. Taylor & Francis Group, 2017.

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23

Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model. Taylor & Francis Group, 2022.

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24

Swan, Kathy, S. G. Grant, and Lee John. Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model. Taylor & Francis Group, 2017.

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25

Swan, Kathy, S. G. Grant, and Lee John. Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model. Routledge, 2022.

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26

Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model. Taylor & Francis Group, 2017.

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27

Swan, Kathy, S. G. Grant, and Lee John. Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model. Taylor & Francis Group, 2017.

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Swan, Kathy, S. G. Grant, and Lee John. Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model. Taylor & Francis Group, 2022.

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29

Swan, Kathy, S. G. Grant, and Lee John. Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model. Taylor & Francis Group, 2017.

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30

Swan, Kathy, S. G. Grant, and Lee John. Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model. Taylor & Francis Group, 2017.

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31

Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model. Routledge, 2022.

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32

Podder, Sukanya. Peacebuilding Legacy. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192863980.001.0001.

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Abstract A fundamental challenge plagues the global peacebuilding community. How can technocratic approaches to peacebuilding that are rooted in short-term, project-based execution of activities further the longer-term transformative outcomes like altering young people’s attitudes and beliefs about peace and violence? In response to this global challenge, in Peacebuilding Legacies, Sukanya Podder addresses an important gap relating to the long-term effects of peacebuilding programmes involving children and young people. Podder unpacks the concept of peacebuilding legacy through the lens of time, transformation, and intergenerational peace. Podder also develops unique qualitative cues for measuring legacy in terms of the institutional, normative, and organizational logics. If norms resonate strongly with the local context, they are likely to encourage strong retention and meaningful adoption over time. Successful institutionalization of project models through planned handover to successor national organizations or government departments holds the key to stronger local ownership. Organizational learning and reflection can support this process through a more strategic approach to programming and through post-exit studies. With regard to attitude change, Podder found that the media and peace education projects that targeted individuals’ ingrained beliefs and values but overlooked the role of group social norms had only limited persuasive effects. To shift the values, practices, norms, and beliefs of the younger generation, the mindset of the older generation must also be targeted. Changes in the legal, political, economic, and other social institutions are critical for long-term and meaningful transformation. This requires adopting an ecological model of peace.
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33

Mayo, Marjorie. Community-based Learning and Social Movements. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447343257.001.0001.

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The rise of Far Right populism poses major challenges for communities, exacerbating divisions, hate speech and hate crime. This book shows how communities and social justice movements can effectively tackle these issues, working together to mitigate their underlying causes and more immediate manifestations. Showing that community-based learning is integral to the development of strategies to promote more hopeful rather than more hateful futures, Mayo demonstrates how, through popular education and participatory action research, communities can develop their own understandings of their problems. Using case studies that illustrate education approaches in practice, she shows how communities can engineer democratic forms of social change.
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34

Pridane, Aija, Natalja Vronska, and Iveta Lice-Zikmane. Development of Home Economics Education for Life Quality in Latvia. Edited by Vija Dislere. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/llu9789984483689.

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The research “Development of Home Economics Education for Life Quality in Latvia” is based on authors’ experience gained in long-term activities. The study is a scientific monograph, the materials is approbated in authors’ doctoral thesis and in scientific publications. The Home Economics education in Latvia has significantly changed from the acquisition of a simple, practical, narrow specification profession to the conscious, all-around development of a pupil’s individuality aimed at awareness of the quality of life and purposeful action to improve its quality. The aim of the book is to introduce the public to different aspects of the development of Home Economics and Technologies (Design and Technology) education for life quality in Latvia at schools and at University level. This book describes the research done by authors within Home Economics and Technologies sphere during 2000-2020 years in Latvia University of Life Sciences and Technologies (LLU), Institute of Education and Home Economics. Here are described the historical development of the Home Economics from 19th century until nowadays in Latvia, the change of paradigm of Home Economics studies, relationship between various aspects of the education in Home Economics and Technologies in the context of sustainable development, methodology structure for training teachers of Home Economics and Technologies at University level, understanding of life quality criteria of Home Economics and Technologies education in elementary school, research of pupils nutrition habits; the Information and Communication Technology Integration Skills Development Model in Home Economics and Technologies education for prospective teachers based on transformative digital learning, integration and student-centred approach implementation in the study process. The book is intended for researchers, University lecturers, teachers, master students, students, and other interested parties. The book is print with the financial support of the Association “School of Home Environment”.
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35

Agid, Ofer, Thomas R. E. Barnes, Majella Byrne, Araba Chintoh, Christoph U. Correll, Siobhan Gee, Oliver Howes, et al. Illustrative case studies. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198828761.003.0013.

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This chapter presents case histories illustrating key aspects of the treatment of schizophrenia based on the authors’ clinical experience of patients that they have treated over the years, although identifying details have been changed. The art of clinical practice includes interpreting and applying evidence to help individual patients who often do not fit into the categories used in clinical trials. The cases show the application of evidence, and also its limitations, in real-world settings. This emphasizes the need for the evidence discussed throughout this book to be considered in the individual context of each patient. You will see variation in the approaches taken by the expert clinicians discussing their cases, reflecting how they interpret and apply evidence in a given clinical context. Each case is followed by a series of learning points and links to other chapters in the book where the issue is considered further.
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36

Bullock, Ian, Jill Macleod Clark, and Joanne Rycroft-Malone, eds. Adult Nursing Practice. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199697410.001.0001.

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Adult Nursing Practice: Using evidence in care enables today's students and newly qualified nurses develop the knowledge and skills they need to deliver, and lead care tomorrow. Reflecting the principles of evidence-based care in line with the current NMC competencies, this textbook helps students learn to manage patients with common conditions and fundamental health needs so they can provide the best possible evidence-based care. Written, and edited by leading nurses from practice, education and research, it focuses on common diseases, fundamental health needs, and symptoms that nurses' encounter in daily practice. Conditions are clearly explained so that the causes of ill health are easily understood. Every chapter covers pathophysiology, indicates the key priorities for nursing assessment, and discusses 'what the evidence says', before considering nursing management options. Throughout the authors' clear signposts to trustworthy evidence mean that students can effortlessly select the best nursing interventions for their patients using the current available evidence-base. The ideal guide for students preparing for registration and newly qualified staff going through preceptorship, it is packed with over 115 illustrations and lots of features to bring the subject to life and make learning easier: BLNursing assessment illustrations outline challenges caused by common diseases in a helpful and memorable way, highlighting issues that need assessment BLRed flag icons indicate the warning signs of deterioration and urgent questions are listed that can be used for assessment and monitoring BLCase studies of effective evidence-based interventions show the difference that high quality nursing care makes BLCross references between common conditions' causes and managing related health needs and symptoms develop understanding by clearly linking pathophysiology with nursing management options BLTheory into practice boxes further enhance learning through suggested activities, such as exploring key evidence, considering major practice issues or applying core knowledge while out on placement BLOnline resource centre at www.oxfordtextbooks.co.uk/orc/bullock http://www.oxfordtextbooks.co.uk/orc/bullock. Filled with interactive and useful e-learning resources to help students test their learning, keep up-to-date with the latest evidence and further expand their knowledge, it features: BLClinical decision making scenarios BLQuiz questions BLUpdates to content BLHyperlinked references BLimages from the book BLLecturer resources
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37

Tse, Jeanie, and Serena Yuan Volpp, eds. A Case-Based Approach to Public Psychiatry. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190610999.001.0001.

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Expert public psychiatrists use case studies to share best practice strategies in this clinically oriented introduction to community mental health. Today, the majority of psychiatrists work with people who suffer not only from mental illness but also from poverty, trauma, social isolation, and discrimination. Psychiatrists cannot do this work alone but, instead, are part of teams of behavioral health workers navigating larger health care and social service systems. In an increasingly complex health care environment, mental health clinicians need to master systems-based practice in order to provide optimal care to their patients. The rapid development of public psychiatry training programs is a response to the learning needs of psychiatrists in an evolving system. This book begins with seven foundational principles of public psychiatry—recovery, trauma-informed care, integrated care, cultural humility, harm reduction, systems of care, and financing care—using cases to bring these concepts to life. Then, using a population health framework, cases are used to explore the typical needs of different age groups or vulnerable populations and to illustrate evidence-based/best practices that have been employed to meet these needs. Common to all of the chapters is a focus on the potential of each person, regardless of illness, to achieve personal goals, supported by a clinician who is also an advocate, activist, and leader.
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38

Katirji, Bashar. Electromyography in Clinical Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190603434.001.0001.

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Clinical Electromyography in Clinical Practice provides case-based learning of clinical Electromyography (EMG) with a main mission of reducing the gap between theory and practice in the field of electrodiagnostic medicine. The book format includes four introductory chapters that acquaint the discipline and scope of the EMG Examination to the beginners. This include chapters on nerve conduction studies, needle EMG, and specialized testing including late responses, repetitive nerve stimulation and single fiber EMG. Discussion on the electrodiagnostic and clinical EMG findings in the numerous neuromuscular disorders including anterior horn cell disorders, peripheral neuropathies, neuromuscular junction disorders and myopathies. The second part of the book includes comprehensive presentations of 27 cases that encompass the most common disorders encountered in the EMG laboratory and are presented in a similar layout. These are subdivided into (1) focal disorders of the lower extremity, (2) focal disorders of the upper extremity, and (3) generalized neuromuscular disorders. The book focuses on problem solving through analysis of the data obtained on nerve conduction studies and needle EMG. This is meant to be a bedside analysis of data, similar to what occurs in the EMG laboratory on a daily basis. The exact values obtained on nerve conduction studies are examined and the details of the findings on needle EMG are studied. A final diagnosis is then made. This is followed by a detailed discussion of the clinical and electrodiagnostic findings of the disorder. Clinical Electromyography in Clinical Practice is an ideal book for physicians interested in learning and mastering the clinical practice of clinical EMG. This includes specialists in the field of neurology, physical medicine and rehabilitation, orthopedics, hand surgery, neurosurgery, spine, rheumatology and pain management.
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39

Abad, José Vicente, ed. Research on Language Teaching and Learning: Advances and Projection. Fondo Editorial Universidad Católica Luis Amigó, 2021. http://dx.doi.org/10.21501/9789588943701.

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In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community.
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40

Senay, Banu. Musical Ethics and Islam. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043024.001.0001.

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At the heart of this study is a musical practice that occupies a significant place in the contemporary public soundscape of Turkey: the art of playing the ney. Intimately connected with Sufism in both the Ottoman Empire and, for better or worse, in modern secular Turkey, the ney has been a popular instrument throughout the Middle East and North Africa. After enduring a checkered social life during the Turkish Republic’s modernizing reforms, today in a more Islam-friendly socio-political environment the ney is flourishing. Based on extensive field research in Istanbul and an apprentice-style method of inquiry, the book documents the lifetime of preparation required to become an expert player of the ney (neyzen). It examines in particular the transformative power of this Islamic art pedagogy to cultivate new artistic and ethical perceptions in learners. Crafting oneself as a neyzen transcends ‘mere’ musical technique in profound ways, as it also involves developing a certain way of living. Exploring firsthand the practical process of musical teaching and learning, together with their ethical scaffolding, the book has theoretical implications for scholars studying many other forms of apprentice-style learning. It also helps redress the underdeveloped understandings and often-polemical claims made in both the media and by Islamophobic discourse concerning processes by which Muslims develop a religious and moral sense.
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41

Clarke, Victoria, and Andrew Walsh, eds. Fundamentals of Mental Health Nursing. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780199547746.001.0001.

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In order to provide sound, person-centred care, mental health nursing students need a thorough understanding of theory alongside the ability to translate this knowledge into practice. It can be difficult to apply ideas from the classroom and books when learning how to work with mental health service users for the first time. That is why the theoretical aspects of this book are presented alongside realistic accounts of nursing practice. Fundamentals of Mental Health Nursing is a case-based and service user centred textbook for mental health nursing students. Designed to support students throughout their pre-registration studies, the text covers the essential knowledge required to provide high quality nursing care. Contributions from real service users and cases of fictional clients are explored in detail to provide excellent transferable skills for practice. Dedicated chapters explore fundamental nursing skills and mental health law before providing a case-based exploration of the areas and subjects that will be encountered by students in university and placement. Practice-based chapters introduce students to the needs of a diverse range of fictional clients and explain how the skills of communication, assessment, care planning and monitoring can be applied. Each chapter provides a sample care plan explaining why and how clinical decisions are made, so that students can develop their own skills and practice. The text opens with clear advice to help students succeed in their studies and concludes with a wealth of practical and thoughtful advice on becoming a professional and getting that first job. Online Resource Centre * Twenty one video clips of fictional service users demonstrate the application of theory and prepare students for real nursing practice * Quizzes, scenarios and a range of activities help students to apply their learning * Interactive glossary explains terminology and jargon * Sample CV's and self awareness exercises aid professional development
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42

Fancourt, Daisy. Defining arts in health. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198792079.003.0004.

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This chapter explores what ‘arts in health’ actually is. It considers some of the existing models for explaining the scope of arts in health practice and proposes a new way of categorizing arts in health activity. It outlines seven of the key areas of activity, including the use of arts and design in the healthcare environment, participatory arts programmes for specific patient groups, general arts activities in everyday life, arts in psychotherapy, arts in healthcare technology, arts-based training, and arts in health education. For each, a brief history of the development of activity is provided along with case studies of practice and resources for learning more. The chapter also considers how arts in health sits in relation to other fields such as medical humanities.
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43

Arnold, Robert M., Anthony L. Back, Walter F. Baile, Kelly A. Edwards, and James A. Tulsky. The Oncotalk/Vitaltalk model. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0056.

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Clinicians can, with training, improve their communication skills. In this chapter, we describe an interactive, evidence-based method for teaching clinicians to communicate with seriously ill patients. The programme, Vitaltalk, emphasizes small-group teaching with simulated patients and immediate feedback to allow learners to practice how to give serious news, talk about goals of care, and about what is most important to dying patients. This chapter describes common evidence-based principles used in developing an advanced communication skills programme based on Oncotalk experiences, identifies unique aspects of the learning context within an intensive retreat structure, and illustrates the lessons learned that can be tested in other settings. The programme is effective in improving learners’ communication skills in clinical studies. The growth of this programme in multiple specialties is discussed, as are our plans for disseminating the programme in the future.
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44

Medeiros, Rodolfo de Oliveira, Elza de Fátima Ribeiro Higa, Maria José Sanches Marin, Carlos Alberto Lazarini, and Monike Alves Lemes. Investigação Qualitativa em Educação: Avanços e Desafios / Investigación Cualitativa en Educación: Avances y Desafíos. Ludomedia, 2020. http://dx.doi.org/10.36367/ntqr.2.2020.490-501.

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To identify literary evidence on strategies for continuing education of undergraduate health professors. Integrative Literature Review, developed in six stages: Research question, inclusion and exclusion criteria, categorization, evaluation, interpretation and final writing. Searches were carried out in the Lilacs, Medline, Bdenf, Cumed, Scopus, Scielo, Eric and Web of Science databases. The inclusion criteria were primary studies, published between 2014 and 2020, in Portuguese, English and Spanish, which addressed the proposed theme. 32 articles were selected from which ten analytical categories emerged: Information and Communication Technology (ICT), Workshop, Design Thinking, Problem-Based Learning (PBL), Distance education (EAD), Pedagogical training courses, Reflection of practice, Bloom's Taxonomy, Skills Development and Personification. In the current educational context. There is a wide variety of teacher training strategies, in view of the specificity of each scenario. A qualitative research is a means to expand this understanding.
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45

Riley, Richard D., Danielle van der Windt, Peter Croft, and Karel G. M. Moons, eds. Prognosis Research in Health Care. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198796619.001.0001.

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What is going to happen to me, doctor?’ ‘What outcomes am I likely to experience?’ ‘Will this treatment work for me?’ Prognosis—forecasting the future—has always been a part of medical practice and caring for the sick. In modern healthcare it now has a new importance, with large financial investments being made to personalize clinical decisions and tailor treatment strategies to improve individual health outcomes based on prognostic information. Prognosis research—the study of future outcomes in people with a particular health condition—provides the critical evidence for obtaining, evaluating, and implementing prognostic information within modern healthcare. This new book, written and edited by experts in the field, including clinicians, epidemiologists, statisticians, and other healthcare professionals, is a comprehensive and unified account of prognosis research in the broadest sense. It explains the concepts behind prognosis in medical practice and prognosis research, and provides a practical foundation for those developing, conducting, interpreting, synthesizing, and appraising prognosis studies. It recommends a framework of four basic prognosis research types, pioneered by the PROGRESS group, and provides explicit guidance on the conduct, analysis, and reporting of prognosis studies for each type. Key topics are overall prognosis in clinically relevant populations; prognostic factors associated with changes in prognosis across individuals; prognostic models for individual outcome risk prediction; and predictors of treatment effects. Examples are given of the impact of prognosis research across a broad range of healthcare topics, and the book also signals the latest developments in prognosis research, including systematic reviews and meta-analysis of prognosis studies, and the use of electronic health records and machine learning in prognosis research.
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46

Hamson-Utley, Jordan, Cynthia Kay Mathena, and Tina Patel Gunaldo, eds. Interprofessional Education and Collaboration. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215504.

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Interprofessional Education and Collaboration: An Evidence-Based Approach to Optimizing Health Care is a groundbreaking text in the field of interprofessional education (IPE) and interprofessional collaborative practice (IPCP). As the health care industry continues to grow, it is critical that those entering health care careers possess interprofessional competency and a collaborative skill set. As such, the World Health Organization and academic program accreditors have amplified their calls for interprofessional training. This text guides the reader through the core competencies for interprofessional collaborative practice that have been set by the Interprofessional Education Collaborative (IPEC) and takes an inclusive approach to the education standards set by professional programs that are members of the Health Professions Accreditors Collaborative (HPAC), including the Commission on Accreditation of the Athletic Training Education (CAATE). Authored by a team of experts representing seven health care professions, this text uses simple definitions and uniform terminology to supply a foundational basis for IPE and IPCP. Introductory topics include building professional t`knowledge of self and others, creating a culture for teams, building interprofessional relationships, and fostering collaboration. Later chapters move beyond the basics to provide guidance in leading interprofessional teams, managing conflict, and sustaining the interprofessional effort. Interprofessional Education and Collaboration offers a unique pedagogical structure that links IPE concepts with IPCP strategies by connecting research with evidence-based practices. Case studies create opportunities to assimilate and discuss IPE concepts. To optimize student engagement and comprehension, each chapter contains the following valuable learning aids: • Each chapter begins with a Case Study that presents a realistic IPCP scenario. At the close of each chapter, the case study is revisited to apply the chapter themes to the case study, and three to five discussion questions are supplied. • Collaborative Corner sidebars aid comprehension with reflective questions or statements related to chapter topics. This feature will facilitate collaborative learning as students share their interprofessional perspectives. • Tools of IPE sidebars equip readers with resources such as surveys, inventories, and activities to implement in their daily practice. • EBP of Teamship sidebars showcase contemporary research articles and findings. This feature reinforces the connection between IPE and IPCP by summarizing relevant research and supplying corresponding evidence-based ICPC strategies. As leading health care institutions continue to prioritize IPE and IPCP, educators have a responsibility to shape the future of health care through an interprofessional curriculum. Interprofessional Education and Collaboration is focused on developing a dual identity that leads to intentional behaviors designed to improve patient outcomes through IPCP. Readers will conclude this text with a firm understanding of IPE concepts and IPCP implementation strategies that aim to create change in daily practice and improve the impact of health care.
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47

Schrier, Karen. We the Gamers. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190926106.001.0001.

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The world is in crisis. The people of the world are all connected, and rely on one another to make ethical decisions and to solve civic problems together. Ethics and civics have always mattered, but it is becoming more evident how much they matter. Teaching ethics and civics is essential to the future. This book argues that games can encourage the practice of ethics and civics. They can help people to connect, deliberate, reflect, and flourish. They can help people to reimagine systems and solve problems. Games are communities and public spheres. Like all communities, they may encourage care, connection, and respect. They may also be used for hate, disinformation, and exclusion. Games reveal humanity’s compassion as well as its cruelty. We the Gamers provides research-based perspectives related to why and how people should play, make, and use games in ethics, civics, character, and social studies education. The book also shows how people are already engaging in ethics and civics through games. It systematically evaluates how to use games in classrooms, remote learning environments, and other educational settings, with consideration to different audiences and standards. This book also provides tips and guidelines, as well as resources, activities, and case studies. It includes examples of all different types of games—virtual reality, mobile, computer, and card games, and big-budget commercial games, indie games, and more. How can people play and design a new world, together?
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48

Fregni, Felipe, and Ben M. W. Illigens, eds. Critical Thinking in Clinical Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.001.0001.

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Critical Thinking in Clinical Research explains the fundamentals of clinical research in a case-based approach. The core concept is to combine a clear and concise transfer of information and knowledge with an engagement of the reader to develop a mastery of learning and critical thinking skills. The book addresses the main concepts of clinical research, basics of biostatistics, advanced topics in applied biostatistics, and practical aspects of clinical research, with emphasis on clinical relevance across all medical specialties. The goal of the book is to give a comprehensive and basic overview of the field of clinical research. This book has been designed on the experience of leading a large course in clinical research: the Principles and Practice in Clinical Research (PPCR), offered currently by Harvard T. H. Chan School of Public Health; it was written by PPCR collaborators together with PPCR faculty to reflect the collaborative learning concept of the course. The goal of this book is to provide a broad and applicable introduction into clinical research that allows the reader to understand, design, and conduct clinical research, specifically to critically read and understand scientific papers; to collect, analyze, and interpret research data in an unbiased fashion; to develop and design clinical studies; and to prepare, publish, and review scientific manuscripts. It is therefore written for scientists and clinicians who are new to the field of clinical research as well as those who wish to deepen, broaden, and update their clinical research skills.
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