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Journal articles on the topic "Team-based educational programme"
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Ögmundsdottir Michelsen, Halldora, Ingela Sjölin, Mona Schlyter, Emil Hagström, Anna Kiessling, Peter Henriksson, Claes Held, et al. "Cardiac rehabilitation after acute myocardial infarction in Sweden – evaluation of programme characteristics and adherence to European guidelines: The Perfect Cardiac Rehabilitation (Perfect-CR) study." European Journal of Preventive Cardiology 27, no. 1 (July 26, 2019): 18–27. http://dx.doi.org/10.1177/2047487319865729.
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Background While patient performance after participating in cardiac rehabilitation programmes after acute myocardial infarction is regularly reported through registry and survey data, information on cardiac rehabilitation programme characteristics is less well described. Aim The aim of this study was to evaluate Swedish cardiac rehabilitation programme characteristics and adherence to European Guidelines on Cardiovascular Disease Prevention. Method Cardiac rehabilitation programme characteristics at all 78 cardiac rehabilitation centres in Sweden in 2016 were surveyed using a web-based questionnaire (100% response rate). The questions were based on core components of cardiac rehabilitation as recommended by European Guidelines. Results There was a wide variation in programme duration (2–14 months). All programmes reported offering an individual post-discharge visit with a nurse, and 90% ( n = 70) did so within three weeks from discharge. Most programmes offered centre-based exercise training ( n = 76, 97%) and group educational sessions ( n = 61, 78%). All programmes reported to the national audit, SWEDEHEART, and 60% ( n = 47) reported that performance was regularly assessed using audit data, to improve quality of care. Ninety-six per cent ( n = 75) had a core team consisting of a cardiologist, a physiotherapist and a nurse and 76% ( n = 59) reported having a medical director. Having other allied healthcare professionals included in the cardiac rehabilitation team varied. Forty per cent ( n = 31) reported having regular team meetings where nurses, physiotherapists and cardiologist could discuss patient cases. Conclusion The overall quality of cardiac rehabilitation programmes provided in Sweden is high. Still, there are several areas of potential improvement. Monitoring programme characteristics as well as patient outcomes might improve programme quality and patient outcomes both at a local and a national level.
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Mitchell, Nicole, Phillip Ebbs, and Samantha Burbidge. "A novel approach to problem-based learning in a paramedicine programme." International Paramedic Practice 9, no. 2 (June 2, 2019): 34–40. http://dx.doi.org/10.12968/ippr.2019.9.2.34.
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Background: Many paramedicine, nursing and medicine programmes use problem-based learning (PBL) to help bridge the gap between clinical theory and real-world practice. Aim: This paper describes a novel approach to PBL that has been used in a large, university-based paramedicine programme. Methods: Over a 3-year period, an applied pharmacology tutorial was progressively redesigned by a cross-disciplinary team of practising paramedic, pharmacy and educational design academics. Findings: A multi-space approach to PBL is described in six stages. Discussion: The pedagogical basis of the approach is examined. Strategies used within this subject are recommended for further evaluation and consideration.
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P, Youhasan, Sivanjali M, and Sathaananthan T. "Outcome Based Medical Curriculum: Features, Standards and Challenges." Bangladesh Journal of Medical Education 10, no. 1 (December 23, 2019): 34–38. http://dx.doi.org/10.3329/bjme.v10i1.44593.
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Outcome based education has become vital in Medical curriculum worldwide. It's practiced successfully in many countries. After evidencing the practice worldwide, Eastern University, Sri Lanka (EUSL) developed its curriculum to outcome based. Identifying educational programme outcome is crucial process in outcome based educational practice. The educational outcomes of MBBS programme of EUSL have been matched with international standards. The graduate profile reflects the attributes of graduates, which is physician's potentials at the end of the course. Constructive alignment of curriculum is exhibited in accordance with the Sri Lanka Medical Council (SLMC) guidelines, MBBS programme outcome, the organization of learning contents, teaching learning experiences to achieve the intended learning outcomes and assessments for learning. Assessments for learning (formative assessments) are conducted at the end of the modules and feedbacks are expected to be given to drive the learning. Educational outcomes involve several competencies such as Knowledge, Skills and Attitude. There are several assessment methods have been followed to assess various attributes in EUSL. Teacher takes part in facilitating learning or mentoring students. Assessing the team work skills, critical thinking, problem solving are also the salient features as this outcome based medical curriculum has been implemented to foresee the graduates treating patients in a holistic manner.
Bangladesh Journal of Medical Education Vol.10(1) 2019: 34-38
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Liu, Jiacheng. "Need to establish a new adolescent suicide prevention programme in South Korea." General Psychiatry 33, no. 4 (July 2020): e100200. http://dx.doi.org/10.1136/gpsych-2020-100200.
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Adolescent suicide is the leading cause of death among South Korean (Korean) youth. Despite great efforts being made towards suicide prevention in Korea, the suicide rate has not decreased significantly. There is an urgent need for a new adolescent suicide prevention strategy. This paper describes the seriousness of the issue of adolescent suicide in Korea, evaluates its current management by the SWOT analysis (strengths, weaknesses, opportunities and threats) and further recommends a new suicide prevention programme that integrates national/social involvement (State Suicide Intervention Committee, suicide posts’ monitoring, parental divorce information sharing and Adolescence Mental Health Promotion Foundation), school-based programmes (continuous monitoring system, psychology consultation team and mental health educational curricula) and family-based programmes (parental education and family-school communication). In addition, genetic analysis, biochemical tests and psychological disease registration are the indispensable elements that aid in suicidal behaviour prevention and prediction.
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Brede, Jostein Rødseth, Thomas Lafrenz, Andreas J. Krüger, Edmund Søvik, Torjus Steffensen, Carlo Kriesi, Martin Steinert, and Pål Klepstad. "Resuscitative endovascular balloon occlusion of the aorta (REBOA) in non-traumatic out-of-hospital cardiac arrest: evaluation of an educational programme." BMJ Open 9, no. 5 (May 2019): e027980. http://dx.doi.org/10.1136/bmjopen-2018-027980.
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BackgroundOut-of-hospital cardiac arrest (OHCA) is a critical incident with a high mortality rate. Augmentation of the circulation during cardiopulmonary resuscitation (CPR) might be beneficial. Use of resuscitative endovascular balloon occlusion of the aorta (REBOA) redistribute cardiac output to the organs proximal to the occlusion. Preclinical data support that patients in non-traumatic cardiac arrest might benefit from REBOA in the thoracic level during CPR. This study describes a training programme to implement the REBOA procedure to a prehospital working team, in preparation to a planned clinical study.MethodsWe developed a team-based REBOA training programme involving the physicians and paramedics working on the National Air Ambulance helicopter base in Trondheim, Norway. The programme consists of a four-step approach to educate, train and implement the REBOA procedure in a simulated prehospital setting. An objective structured assessment of prehospital REBOA application scoring chart and a special designed simulation mannequin was made for this study.ResultsSeven physicians and 3 paramedics participated. The time needed to perform the REBOA procedure was 8.5 (6.3–12.7) min. The corresponding time from arrival at scene to balloon inflation was 12.0 (8.8–15) min. The total objective assessment scores of the candidates’ competency was 41.8 (39–43.5) points out of 48. The advanced cardiovascular life support (ACLS) remained at standard quality, regardless of the simultaneous REBOA procedure.ConclusionThis four-step approach to educate, train and implement the REBOA procedure to a prehospital working team ensures adequate competence in a simulated OHCA setting. The use of a structured training programme and objective assessment of skills is recommended before utilising the procedure in a clinical setting. In a simulated setting, the procedure does not add significant time to the prehospital resuscitation time nor does the procedure interfere with the quality of the ACLS.Trial registration numberNCT03534011.
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Jowsey, Tanisha, Peter Beaver, Jennifer Long, Ian Civil, A. L. Garden, Kaylene Henderson, Alan Merry, Carmen Skilton, Jane Torrie, and Jennifer Weller. "Towards a safer culture: implementing multidisciplinary simulation-based team training in New Zealand operating theatres - a framework analysis." BMJ Open 9, no. 10 (October 2019): e027122. http://dx.doi.org/10.1136/bmjopen-2018-027122.
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AimNetworkZ is a simulation-based multidisciplinary team-training programme designed to enhance patient safety by improving communication and teamwork in operating theatres (OTs). In partnership with the Accident Compensation Corporation, its implementation across New Zealand (NZ) began in 2017. Our aim was to explore the experiences of staff – including the challenges they faced – in implementing NetworkZ in NZ hospitals, so that we could improve the processes necessary for subsequent implementation.MethodWe interviewed staff from five hospitals involved in the initial implementation of NetworkZ, using the Organising for Quality model as the framework for analysis. This model describes embedding successful quality improvement as a process of overcoming six universal challenges: structure, infrastructure, politics, culture, motivation and learning.ResultsThirty-one people participated. Structural support within the hospital was considered essential to maintain staff enthusiasm, momentum and to embed the programme. The multidisciplinary, simulation-based approach to team training was deemed a fundamental infrastructure for learning, with participants especially valuing the realistic in situ simulations and educational support. Participants reported positive changes to the OT culture as a result of NetworkZ and this realisation motivated its implementation. In sites with good structural support, NetworkZ implementation proceeded quickly and participants reported rapid cultural change towards improved teamwork and communication in their OTs.ConclusionImplementation challenges exist and strategies to overcome these are informing future implementation of NetworkZ. Embedding the programme as business as usual across a nation requires significant and sustained support at all levels. However, the potential gains in patient safety and workplace culture from widespread multidisciplinary team training are substantial.Trial registration numberACTRN12617000017325.
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Smith, Denise. "Re-visioning library support for undergraduate educational programmes in an academic health sciences library." Journal of Information Literacy 13, no. 2 (December 3, 2019): 136. http://dx.doi.org/10.11645/13.2.2520.
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McMaster University’s Health Sciences Library (HSL) began to transition to a new liaison service model in early 2018. One of its librarians sought to understand how an academic health sciences library can optimise its support for academic undergraduate programmes. This scoping review of the literature was pursued with the aim to submit an informed recommendation to HSL’s new Education and Lifelong Learning team, so the library could shift its approach to information literacy instruction in a manner that would optimise its outcomes for students and improve relationships with faculty staff.
The author searched seven databases: Library, Information Science & Technology Abstracts (LISTA), ProQuest ERIC, OVID Embase, EBSCO CINAHL, OVID Medline, Web of Science and PapersFirst. She developed a robust and comprehensive search strategy that used a combination of subject headings and keywords to describe information literacy, metaliteracy, libraries and health sciences education. The author also hand-searched bibliographies of seminal publications to broaden her search for relevant literature.
The findings in this review indicate that metaliteracy as a concept has not been intentionally implemented into information literacy training at academic health sciences libraries. The review finds that it is preferable to integrate information literacy skills directly into course or programme curricula and align those skills with the evidence-based practice skills undergraduates are already learning. Further, establishing a programme that builds on these skills gradually throughout the duration of the academic programme, rather than one-shot library instruction, is also preferred. To achieve success, libraries must build strong collaborative relationships with faculty staff.
The author provides recommendations for practice that reflect the findings of this review. Other academic health libraries may benefit from this review by taking into consideration its findings and subsequent recommendations.
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Liyanagunawardena, Tharindu R., and Nicholas Moore. "Flexible approach to apprenticeship education." Higher Education, Skills and Work-Based Learning 10, no. 1 (June 17, 2019): 16–31. http://dx.doi.org/10.1108/heswbl-01-2019-0004.
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Purpose Apprenticeship education in England has undergone dramatic change following the “Richard Review” (Richard, 2012), trailblazer apprenticeship standards development and the introduction of the apprenticeship levy. University College of Estate Management’s (UCEM) new Level 3 Surveying Technician Apprenticeship programme was developed using a novel approach of flipped-blended learning, with assessment by e-portfolio and computer-marked assessments. The purpose of this paper is to investigate the challenges faced by UCEM as it moved into Level 3 provision with a new delivery approach and explains the lessons learned. Design/methodology/approach A wide range of programme stakeholders – including UCEM’s senior leadership team, apprentice-management team, academic delivery team, surveying apprenticeship trailblazer group and learning designers – were interviewed to gather data for the study. Findings A considerable volume of work was needed to implement the envisioned flipped-blended approach in the first phase of delivery. This was due to time constraints, unforeseen challenges of the new approach and compliance requirements. In addition, difficulties around communicating learning expectations with the apprentices regarding the flipped-blended model added an extra level of pressure in the delivery phase. Originality/value UCEM has undergone several internal reorganisations to adapt to the uncertain political and educational landscape surrounding apprenticeship education. UCEM was the first provider of the new standard-based surveying apprenticeship and has the largest number of apprenticeship students on its programmes. The journey UCEM has taken and the problems it has overcome will be valuable to individuals and institutions looking to enter this market segment.
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Finlay-Jones, Amy, Jetro Emanel Ang, Elaine Bennett, Jenny Downs, Sally Kendall, Keerthi Kottampally, Sheila Krogh-Jespersen, et al. "Caregiver-mediated interventions to support self-regulation among infants and young children (0–5 years): a protocol for a realist review." BMJ Open 11, no. 6 (June 2021): e046078. http://dx.doi.org/10.1136/bmjopen-2020-046078.
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IntroductionSelf-regulation is a modifiable protective factor for lifespan mental and physical health outcomes. Early caregiver-mediated interventions to promote infant and child regulatory outcomes prevent long-term developmental, emotional and behavioural difficulties and improve outcomes such as school readiness, educational achievement and economic success. To harness the population health promise of these programmes, there is a need for more nuanced understanding of the impact of these interventions. The aim of this realist review is to understand how, why, under which circumstances and for whom, early caregiver-mediated interventions improve infant and child self-regulation. The research questions guiding this review were based on consultation with families and community organisations that provide early childhood and family services.Methods and analysisRealist reviews take a theory-driven and iterative approach to evidence synthesis, structured around continuous refinement of a programme theory. Programme theories specify context-mechanism-outcome configurations to explain what works, for whom, under which circumstances and how. Our initial programme theory is based on prior work in this field and will be refined through the review process. A working group, comprising service users, community organisation representatives, representatives from specific populations, clinicians and review team members will guide the evidence synthesis and interpretation, as well as the development and dissemination of recommendations based on the findings of the review. The review will involve searching: (i) electronic databases, (ii) connected papers, articles and citations and (iii) grey literature. Decisions to include evidence will be guided by judgements about their contribution to the programme theory and will be made by the research team, with input from the working group. Evidence synthesis will be reported using the Realist and MEta-narrative Evidence Synthesis: Evolving Standards guidelines.Ethics and disseminationEthical approval is not required as this is a review. Findings will be disseminated to our working group and through peer-reviewed publications and conference presentations.Review registration numberThe protocol is registered with Open Science Framework https://osf.io/5ce2z/registrations.
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Kim, Gi-cheol, and Rachel Gurvitch. "The effect of Sports-based Physical Activity programme on teachers’ relatedness, stress and exercise motivation." Health Education Journal 79, no. 6 (February 17, 2020): 658–70. http://dx.doi.org/10.1177/0017896920906185.
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Background: Teacher wellness affects teaching performance and students’ academic achievement; hence, teacher wellness matters and should be a concern to educational researchers and practitioners. There are several teacher wellness approaches, but no one of them specifically focuses on a Sports-based Physical Activity programme. Objective: To evaluate the effects of a Sports-based Physical Activity programme on teachers’ relatedness, stress and motivation towards physical activity. Method: Middle school teachers ( n = 32) volunteered to participate in the research as programme participants ( n = 12) or non-programme participants ( n = 20). The Sports-based Physical Activity programme included 7 weeks of training in Catchball, a team sport and a tournament as the culminating event. The study adopted a mixed-methods design: a quasi-experimental design collecting quantitative data from online surveys and a case study design collecting qualitative data from interviews with the programme participants, non-participants and the school principal. Results: Repeated-measures analysis of variance revealed that the Sports-based Physical Activity programme was effective in relatedness, F(1, 30) = 5.16, p = .031, [Formula: see text] = .147, and in one of the six motivation subscales, external regulation, F(1, 30) = 4.23, p = .048, [Formula: see text] = .124. The qualitative analysis findings supported the programme’s contribution to teachers’ relationship, stress and exercise motivation. Conclusion: Overall, the programme was effective in promoting teachers’ relationships in school, controlling levels of teachers’ stress and fostering teachers’ motivation towards physical activity. Further studies are required to examine the impact of a Sports-based Physical Activity approach in diverse school contexts and its impact on student learning.
Dissertations / Theses on the topic "Team-based educational programme"
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Tremblay, Marie-Claude. "Évaluation d’un programme de développement professionnel en santé publique : le laboratoire de promotion de la santé." Thèse, 2013. http://hdl.handle.net/1866/10759.
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Il y a quelques décennies, l’émergence du discours de la promotion de la santé infléchissait un nouveau tournant à la santé publique, orientant sa pratique vers l’action communautaire, participative et intersectorielle. Parallèlement, au Québec, la réforme du système de santé de 2004 réorganisait le niveau de gouverne locale à travers la création des centres de santé et de services sociaux (CSSS). Ceux-ci doivent articuler les secteurs des soins et de la santé publique à travers un continuum de services qui va de la promotion de la santé aux soins palliatifs. Ces changements ont des implications majeures pour les acteurs de la santé et de la santé publique, qui doivent composer avec de nouveaux rôles professionnels et de nouvelles stratégies d’action. Le développement professionnel est considéré comme un levier potentiel pour soutenir ces changements.
En 2009, une équipe de la Direction de la santé publique de l’Agence de santé et des services sociaux de Montréal concevait un programme de développement professionnel appelé le Laboratoire de promotion de la santé. Ce programme mise sur une approche d’apprentissage de groupe pour permettre aux professionnels des CSSS de développer de nouvelles compétences, une pratique réflexive ainsi que de nouvelles pratiques de promotion de la santé.
Basée sur une méthodologie générale qualitative et une approche d’évaluation collaborative, cette thèse utilise plusieurs stratégies d’investigation afin d’évaluer le Laboratoire de promotion de la santé sous trois angles, qui renvoient à sa conceptualisation, à son implantation et à ses effets. Plus spécifiquement, elle vise à : (1) examiner la plausibilité de la théorie d’intervention du programme; (2) décrire et comprendre les processus d’apprentissage d’équipe ainsi que les facteurs qui les influencent; et (3) explorer, du point de vue des participants, les effets réflexifs du Laboratoire. Afin de répondre à ces objectifs, la thèse mobilise diverses perspectives théoriques liées à l’apprentissage individuel, d’équipe et organisationnel.
Les résultats des analyses démontrent que : (1) malgré quelques améliorations possibles, le modèle du programme est généralement bien conçu pour parvenir aux résultats visés; (2) l’implantation de ce modèle dans deux sites a donné lieu à des processus d’apprentissage d’équipe différents, bien que conditionnés par des facteurs communs liés aux participants, à l’équipe, au contexte organisationnel et à l’implantation du programme; (3) tel que visé, les participants des deux sites ont développé de la réflexivité vis-à-vis leur pratique et leur rôle professionnel – cette réflexivité adoptant une fonction formative ou critique en regard de l’expérience professionnelle.
Ces résultats soulignent le potentiel que représente l’évaluation de la théorie d’intervention pour améliorer la conceptualisation d’un programme de développement professionnel, ainsi que l’intérêt et la pertinence d’évaluer les processus d’apprentissage au niveau de l’équipe dans le cadre d’une approche collective de développement professionnel. De plus, ils appuient l’importance de l’apprentissage réflexif pour l’amélioration des pratiques et l’engagement social des professionnels. En ce sens, ils proposent différentes avenues qui ont le potentiel de consolider les capacités de la main-d’œuvre de santé publique et d’influer conséquemment sur son efficacité à améliorer la santé des collectivités dans le prochain siècle.The emergence of the health promotion discourse a few decades ago steered public health practice into a new direction, orienting it toward community-based, participatory, and intersectoral action. Meanwhile, in Quebec, the 2004 healthcare system reform restructured the local level through the creation of health and social services centres. The mandate of these new organizations is to integrate the public health and the healthcare sector across a continuum of services ranging from health promotion all the way to palliative care.All these changes have significant implications for healthcare and public health practitioners, who must come to terms with new professional roles and new intervention strategies. Professional development is considered to be a potential lever for action to support these changes. In 2009, a team from the Public Health Directorate of the Health and Social Services Agency of Montreal designed a professional development program called the Health Promotion Laboratory. This program builds on a team learning approach to enable participants to develop new competencies, a reflexive practice, and new health promotion practices within the organization. Based on a qualitative methodology and a collaborative evaluation approach, this doctoral thesis used several investigation strategies to evaluate three components of the Health Promotion Laboratory, i.e., the program’s conceptualization, implementation, and outcomes. More specifically, this thesis aims to: (1) examine the plausibility of the program’s intervention theory; (2) describe and understand the team learning processes involved in the program, as well as the factors influencing them; and (3) explore, from the participants’ perspective, the reflexivity outcomes of the program. In pursuing these objectives, this thesis adopts several theoretical perspectives related to adult learning, team learning, and organizational learning. The results show that: (1) while there is room for improvement, the program’s model is generally well designed to achieve the intended outcomes; (2) the model’s implementation in two sites resulted in different team learning processes, both of which depended on common factors related to the participants, the team, the organizational context, and the implementation of the program itself; and (3) as intended, participants from both sites developed reflexivity with regard to their practice and their professional roles, with this reflexivity taking on a formative and a critical function in terms of their professional experience. These results highlight the potential offered by the evaluation of a program’s intervention theory for improving the conceptualization of a professional development program. They also demonstrate the importance and relevance of assessing the learning process at a group level in the context of a collective professional development approach. Finally, the findings support the importance of reflexive learning for improving professional practice and fostering the social engagement of practitioners. Thus, they suggest different avenues having the potential to strengthen the capacities of the public health workforce and thereby to increase its effectiveness in improving the health of communities in the coming century.
Books on the topic "Team-based educational programme"
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Gyetman, Viktor, Olga Rozhnova, Svyetlana Grishkina, Lyeonid SHnyeydman, Vyera Sidnyeva, YElyena Dombrovskaya, Gul'nara Alekseeva, et al. Financial Accounting. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/24378.
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The sixth edition of the textbook was prepared by a team of teachers of the FSBU VO "Financial University under the Government of the Russian Federation" for university students studying in the field of preparation "Economics." The textbook contains all the program questions on the academic discipline "Financial Accounting". The presentation is based on the current legislative and regulatory framework of the Russian Federation, taking into account the requirements of international financial reporting standards. The material of the publication includes a large number of examples, diagrams and for each topic contains test questions and test tasks.
It meets the requirements of the Federal State Educational Standard of Higher Education of the latest generation.
For university students enrolled in the direction of "Economics" (qualification "Bachelor"), students of centers and advanced training courses. Can be used by accountants, economists and managers of organizations.
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1949-, Cheney Douglas, ed. The SAPR-PBIS manual: A team-based approach to implementing effective schoolwide positive behavior interventions and supports. Baltimore, Md: Paul H. Brookes Pub. Co., 2012.
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Weinfeld, Rich. Advocating for Twice Exceptional Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0009.
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It is clear that our schools are not adequately meeting the needs of twice exceptional (2e) students. To ensure that our 2e students are receiving appropriate education, professionals and parents must advocate that each student receives a meaningful Individualized Educational program (iep). Advocating effectively for 2e students requires an understanding of the law and knowledge of both the challenges of appropriate identification and the best practices for educating this population. Based on the author’s experience in over four decades of advocating for students with special needs, this chapter offers a recipe for thinking through each of these areas in a collaborative way with the school team in order to develop appropriate educational programs.
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Weiner, Dr Gary M., and RN MN NNP-BC Jeanette Zaichkin, eds. NRP Neonatal Resuscitation Textbook - Spanish 7th Ed. American Academy of Pediatrics, 2016. http://dx.doi.org/10.1542/9781610020275.
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The Neonatal Resuscitation Program (NRP) is an educational program jointly sponsored with the American Heart Association (AHA). The course conveys an evidence-based approach to care of the newborn at birth and facilitates effective team-based care for healthcare professionals who care for newborns at the time of delivery.
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Weiner, Gary M., and Jeanette Zaichkin, eds. Textbook of Neonatal Resuscitation (NRP), 7th Ed. American Academy of Pediatrics, 2016. http://dx.doi.org/10.1542/9781610020251.
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There is a newer edition of this item:Textbook of Neonatal Resuscitation (NRP), 8th Edition The Neonatal Resuscitation Program (NRP) is an educational program jointly sponsored with the American Heart Association (AHA). The course conveys an evidence-based approach to care of the newborn at birth and facilitates effective team-based care for healthcare professionals who care for newborns at the time of delivery.
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Courtenay, Molly, and Matthew Griffiths, eds. Independent and Supplementary Prescribing. 3rd ed. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108933681.
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Written by a group of multi-professional authors, this fully updated third edition builds on the success of this classic text. The book explores a number of key areas for prescribers, including prescribing within a multidisciplinary team context, consultation skills, ethical and legal issues surrounding prescribing, the psychology and sociology of prescribing, and applied pharmacology. Among the other topics featured are monitoring skills, medicines concordance, evidence based prescribing, prescribing within a public health perspective, calculation skills, prescribing in dermatology, and minimizing the risk of prescribing errors. Each chapter has been revised and additional chapters on antimicrobial prescribing, education and training to become a prescriber, and a new section on renal impairment have been added. This book is an essential resource for both new and experienced prescribers and anyone undertaking the non-medical prescribing (NMP) programme including nurses, pharmacists, allied health professionals and optometrists.
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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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Brainball Teaching Inquiry Science As A Team Sport Science Edition. Rowman & Littlefield, 2014.
Find full textBook chapters on the topic "Team-based educational programme"
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Moore, Sarah. "A team-based retreat for programme development." In Supporting Course and Programme Leaders in Higher Education, 166–69. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003127413-32.
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Davies, Lauren, Berrbizne Urzelai, and Karolina Ozadowicz. "Exploring the Professional Identity and Career Trajectories of Undergraduates on a Team-Based, Experiential Degree Programme." In Theorising Undergraduate Entrepreneurship Education, 191–210. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87865-8_11.
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Mkomwa, Saidi, Simon Lugandu, Ngari Macharia, Alexandra Bot, and Weldone Mutai. "Centres of excellence in conservation agriculture: developing African institutions for sustainable agricultural development." In Conservation agriculture in Africa: climate smart agricultural development, 402–15. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781789245745.0025.
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Abstract Conservation Agriculture (CA) is an important component in addressing food insecurity, biodiversity degradation and water scarcity challenges. Its adoption in Africa has lagged behind other continents. One major area of need to enable the acceleration of the adoption of CA in Africa relates to building the necessary cross-sectoral institutional and human capacity across the education-research-extension-enterprise axis along the value chain. This study was conducted in order to contribute to the discussions about the need to create sustainable institutions: specifically, Conservation Agriculture Centres of Excellence (CA-CoEs) in Africa. The CA-CoEs model includes a stakeholder team, a shared facility or an entity that provides leadership, best practices, research, support and/or training in CA, with linkages to service providers along the value chain. This literature-based research involved systematic identification, collection, analysis and documentation of data to identify and address the unique roles these CA-CoEs play in the promotion and adoption of CA and their level of performance. It employed a CA quality assurance self-assessment tool to measure the performance of the CA-CoEs against predetermined performance descriptors. Although the CA-CoEs are facilitating and catalysing adoption of CA, their capacity in providing the CA-related programmes, training and research is not optimal. CA-CoE quality assurance of services can be helpful in identification and design of measures for addressing the challenges faced. To be impactful, CA-CoEs need well-coordinated, participatory and demand-driven CA-based agricultural practices, information services and knowledge for farmers and other stakeholders such as non-governmental organizations (NGOs), CA service providers and CA equipment manufacturers.
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Brannan, Lauren R., Christopher W. Parrish, and Hannah D. Szatkowski. "Team-Based Learning." In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments, 80–105. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7823-9.ch005.
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Team-based learning (TBL) is an instructional approach in which students work collaboratively to solve significant problems. In contrast to other teaching methods, TBL provides a systematic approach in which students are provided consistent opportunities to engage in critical thinking. Although the research about the use of TBL in teacher education is scarce, research has reported a number of positive outcomes from other fields, including increased critical thinking skills and student outcomes. The purpose of this chapter is to describe TBL as an instructional format that can be implemented in teacher preparation programs to facilitate the development of critical thinking skills. It provides an overview of TBL, describes research outcomes related to critical thinking and student outcomes, provides examples of TBL from teacher preparation courses, and provides next steps for teacher educators interested in getting started with TBL.
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Oberg, Dianne. "The Case of Teacher-Librarianship by Distance Learning at the University of Alberta, Canada." In Cases on Building Quality Distance Delivery Programs, 78–90. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-111-9.ch006.
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The online distance education program, Teacher-Librarianship by Distance Learning, was developed and implemented in the Department of Elementary Education at the University of Alberta, Canada beginning in 1996. At the time, neither the university nor the department had the interest, funding or infrastructure required for such an undertaking, but these developed over time through a combination of careful planning and serendipity. The program’s instructional team has utilized various approaches to establish, maintain and continue the program: a distance education theoretical framework, analysis of distance education research, one-time government incentive funding, and on-going policy relevant research and evidence-based practice. Current challenges facing the organization are program growth, new and emerging technologies, and maintaining flexibility. The solutions to these challenges include a cohort model for the majority of program delivery; a stand-alone course introducing new and emerging technologies as a launching pad for integration of these technologies; and graduate certificate programs for meeting the short term needs of teachers new to the field.
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Mackintosh, Susan Elaine, and Emmanuel Katsaros. "Building Interprofessional Competencies Into Medical Education and Assessment." In Building a Patient-Centered Interprofessional Education Program, 84–112. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3066-5.ch005.
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The goal of allopathic and osteopathic medical education is to develop the medical student into a competent and caring physician. As the evolving healthcare system continues to evolve and intersect with an increased breadth and depth of medical knowledge and an aging and more complex patient population, the emerging physician must now rely more on a team-based approach to patient-centered healthcare. Integrating interprofessional competencies into the span of the medical education and assessment process via the core competencies and the Entrustable Professional Activities has the potential to help instill not only the knowledge and skills required to practice as a member of an interprofessional healthcare team, but can also help to normalize the culture and thus the expectation of practicing collaboratively with all members of the health team toward the goal of improved patient outcome.
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Jaarsma, Tiny, and Anna Strömberg. "HFrEF other treatment: nurse-led heart failure management programmes." In ESC CardioMed, 1892–97. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198784906.003.0434.
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Heart failure management programmes include key elements such as a coordinated system of care, delivery system support, support for patient self-care, identification of at-risk populations, a continual feedback loop between patients and care providers, measures of clinical and other outcomes, and the goal of improving overall health. Programmes both in a home-based setting as well as a clinic setting are found to be as effective in reducing mortality and rehospitalization. The goals of a heart failure management programme are to provide for all patients an accurate diagnosis; the correct investigations and implementation of appropriate evidence-based therapy; education for both the patient and their family and carers; with the overall aim of improving both survival and quality of life. This calls for a multidisciplinary team that is valid in the whole heart failure illness trajectory and phases of crisis, chronicity, and the terminal stages.
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Ervie, Katherine G., and Julie Wright Banderas. "The Physician Assistant Profession." In Building a Patient-Centered Interprofessional Education Program, 183–203. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3066-5.ch010.
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In the United States, quality healthcare is an expectation. The accepted healthcare delivery approach relies on interprofessional, collaborative, and person-centered teams. As a result, health professions education must implement education and training to graduate a healthcare workforce that is competent in interprofessional collaboration. Physician assistants (PA) have an important role in the healthcare team. The purpose of this chapter is to provide a historical background to the interprofessional collaborative healthcare team, the formation of interprofessional education (IPE) competencies and partnerships, and the valued role of physician assistants. The need for evidence-based results to guide IPE curricular decisions for PA programs and characteristics of published IPE activities involving PA students are summarized. Potential barriers to successful interprofessional education and resolutions to those challenges are discussed.
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J. Gordon, Marvin. "Palliative Care." In New Research in Nursing - Education and Practice [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.109390.
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Palliative care bridges the gap between medically focused care with case management support, and hospice with focus on comfort only in the last 6 months of life. A multidisciplinary palliative team provides support, both medical and psycho-social, regardless of time to end of life. Patients do not forego any treatments or interrupt any current physician relationships when enrolling in palliative care. Programs may be in-patient, clinic based, home based, telehealth or a combination of venues. 24-hour availability is encouraged. Coordination with the existing medical team and the health plan is a key to success. Periodic rounding between the palliative providers and the health plan team facilitates making the managed care system seamless for members and providers. The most common adult diagnosis is cancer, but severe progressive disease of any organ system may be appropriate for referral. Some patients may stabilize or even improve. Pediatric palliative care is somewhat different with the diagnosis more likely being genetic, developmental, or neurologic. Severe diseases in children may be chronic and end of life discussions difficult. Communication skills facilitate advance care planning discussions whether advance directive or POLST. Palliative care is a cost-effective program that improves patient care without the patient relinquishing existing benefits.
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Molnar, Istvan. "Simulation." In Handbook of Research on Discrete Event Simulation Environments, 1–14. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-774-4.ch001.
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This chapter attempts to define the knowledge body of simulation and describes the underlying principles of simulation education. It argues that any programs in Modelling and Simulation should recognize the multi- and interdisciplinary character of the field and realize the program in wide co-operation. The chapter starts with the clarification of the major objectives and principles of the Modelling and Simulation Program and the related degrees, based on a broad business and real world perspective. After reviewing students’ background, especially communication, interpersonal, team, analytical and critical thinking skills, furthermore some of the additional skills facilitating entering a career, the employer’s view and possible career paths are examined. Finally, the core knowledge body, the curriculum design and program related issues are discussed. The author hopes to contribute to the recent discussions about modelling and simulation education and the profession.
Conference papers on the topic "Team-based educational programme"
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Vanreusel, Joost, Nigel Savage, and Jeffrey Gorissen. "ESA Academy’s Orbit Your Thesis! programme." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.051.
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ESA Academy is the European Space Agency’s overarching educational programme for university students. It takes them through a learning path that complements their academic education by offering a tailored transfer of space knowledge and interaction with space professionals. As a result, students can enhance their skills, boost their motivation and ambitions, and become acquainted with the standard professional practices in the space sector. This happens through the two pillars of ESA Academy, the Training and Learning Programme and the Hands-on Programmes. The latter enables university students to gain first-hand, end-to-end experience of space-related projects. One of the latest additions to the portfolio of opportunities for university students is “Orbit Your Thesis!”. It offers bachelor, master, and PhD students the opportunity to design, build, test, and operate their experiment onboard the International Space Station. The experiment operates within the ICE Cubes Facility in ESA’s Columbus module, where it can operate for up to four months in microgravity. Throughout the programme students develop essential scientific, academic, and professional skills that will help them build their future careers. These skills include project management, risk identification and mitigation, problem-solving, and working within a diverse workplace. Participating teams will experience first-hand the project management process for space missions and participate in multiple reviews of their experiment and design throughout the programme. Participating students are supported and guided through the process by engineers and scientists from ESA, Space Applications Services, and members of the European Low Gravity Research Association. The programme schedule follows a similar path to many space-faring projects. The design, development, testing, launch preparation and operations are structured in a series of project phases and technical reviews. Participating teams are guided towards the subsequent milestones to pass the necessary safety reviews and achieve launch readiness. The first team that successfully sent up their ICE Cube is OSCAR-QUBE, a multidisciplinary team from the University of Hasselt in Belgium. Their experiment is the first diamond-based quantum magnetometer that ever operated in space. Thanks to the unique characteristics of their sensor, they have been mapping the Earth’s magnetic field from inside the Columbus module aboard the ISS without the need to be housed on the exterior. This paper will describe the various phases and technical aspects of the programme in more detail
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Cormier, Luis, Daniel Robson, and Henry Cope. "FlatSat workshops teaching fundamental electronics skills for CubeSat building." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.095.
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The University of Nottingham (UoN) recently established its own CubeSat programme, with the team commencing design, construction and testing of the first CubeSats in late 2020. However, one major challenge encountered was a common lack of practical applied electronics skills amongst students. This was repeatedly noted by students as a major obstacle to project success in progress reviews for WormSail, our first CubeSat project. Notably, these sorts of skills are also an area of common concern for young workers and employers in the UK Space Sector. This skill gap existed despite the student team coming from a variety of STEM (Science, Technology, Engineering and Math) undergraduate backgrounds, including physics, computer science, and aerospace and mechanical engineering. With insufficient time to recruit students with electronic engineering backgrounds, it proved difficult to find "all-rounders" to join the team with the broad range of skills required for the project.
One advantage that several students had however was their experience from informal hobbies involving Arduino and Raspberry Pi (RPi) based microcontroller electronics. These were found to endow highly transferrable skills, with these members providing significant contributions to the team through their skills and teaching. Team members found these so useful, that the “FlatSat” programme was set up to provide electronics teaching resources for new members of the CubeSat team. Sessions within the programme could be planned and delivered by the experienced team members, and hence be targeted to include applicable, referrable, and important skills and knowledge for building CubeSats.
Through developing these resources, the team realised it may be beneficial to include this programme in taught modules offered in the Faculty of Engineering, to enhance practical skills for all students enrolled in these modules. This paper is intended to overview the work carried out in developing the FlatSat teaching workshop, and highlight the resources and their benefits to groups including other higher education space module conveners, developing CubeSat teams, School and further education teachers, STEM Outreach Coordinators, and general hobbyists. It is hoped that boosting confidence with such in-demand skills will be of great benefit to learners. We will also review case studies of the first large-scale workshop sessions and outline plans for future developments, particularly taking into consideration the feedback of demonstrators, students, and observers to the workshop.
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Carmans, Boo, Siemen Achten, Musa Aydogan, Sam Bammens, Yarne Beerden, Dries Hendrikx, Jeffrey Gorissen, et al. "OSCAR-QUBE: student made diamond based quantum magnetic field sensor for space applications." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.136.
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Project OSCAR-QUBE (Optical Sensors Based on CARbon materials - QUantum BElgium) is a project from Hasselt University and research institute IMO-IMOMEC that brings together the fields of quantum physics and space exploration. To reach this goal, an interdisciplinary team of physics, electronics engineering and software engineering students created a quantum magnetometer based on nitrogen-vacancy (NV) centers in diamond in the framework of the Orbit-Your-Thesis! programme from ESA Education. In a single year, our team experienced the full lifecycle of a real space experiment from concept and design, to development and testing, to the launch and commissioning onboard the ISS. The resulting sensor is fully functional, with a resolution of < 300 nT/ sqrt(Hz), and has been gathering data in Low Earth Orbit for over six months at this point. From this data, maps of Earth’s magnetic field have been generated and show resemblance to onboard reference data. Currently, both the NV and reference sensor measure a different magnetic field than the one predicted by the International Geomagnetic Reference Field. The reason for this discrepancy is still under investigation. Besides the technological goal of developing a quantum sensor for space magnetometry with a high sensitivity and a wide dynamic range, and the scientific goal of characterizing the magnetic field of the Earth, OSCAR-QUBE also drives student growth. Several of our team members are now (aspiring) ESA Young Graduate Trainees or PhD students in quantum research, and all of us took part in the team competition of the International Astronautical Congress in October 2021, where we won the Hans Von Muldau award. Being an interdisciplinary team, we brought many different skills and viewpoints together, inspiring innovative ideas. However, this could only be done because of our efforts to keep up a good communication and team spirit. We believe that if motivated people work hard to improve the technology, we can change the way magnetometry is done in space.
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Marzioli, Paolo, Lorenzo Frezza, Niccolò Picci, Luigi di Palo, Luca Collettini, Riccardo Garofalo, Emanuele Bedetti, et al. "From BEXUS to HEMERA: The application of lessons learned on the development and manufacturing of stratospheric payloads at S5Lab." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.085.
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In the last years the S5Lab (Sapienza Space Systems and Space Surveillance Laboratory) from Sapienza University of Rome has given to the students the opportunity to gather knowledge on stratospheric payloads by supporting the design and development of two experiments selected for the participation in the REXUS/BEXUS educational Programme, managed by three european space institutions. The insights and lessons learned gathered during the participations in the REXUS/BEXUS educational programme gave the possibility to the student to take part in the development of a third experiment in the frame of the professional research programme HEMERA and complete it successfully. STRATONAV (STRATOspheric NAVigation experiment) was a stratospheric experiment based on Software Defined Radios (SDRs) technology whose aim was the testing of the VOR (VHF Omnidirectional Range) navigation system, evaluating its performance above the standard service volume, which was launched on BEXUS 22 in October 2016. TARDIS (Tracking and Attitude Radio-based Determination In Stratosphere) was developed as a follow up of STRATONAV between 2018 and 2019. Similarly to its predecessor TARDIS was a stratospheric experiment aimed at exploiting the VOR signal, with the aid of SDRs, to perform in-flight attitude and position determination, and was launched on BEXUS 28 in October 2019. After the launch of TARDIS, a team composed both by former STRATONAV and TARDIS students was formed for the development of a third stratospheric experiment going by the name of STRAINS (Stratospheric Tracking Innovative Systems), conceived by Sapienza University of Rome and ALTEC and supported by ASI. STRAINS main objective was the proof of concept of the possibility of achieving the Time Difference of Arrival (TDOA) and the Frequency Difference of Arrival (FDOA) for navigation purposes with the aid of SDRs. The experiment was developed between 2020 and 2021 exploiting the lessons learned from the former team members of the two BEXUS campaigns and was launched on board of the Hemera H2020 stratospheric balloon in September 2021 from Esrange Space Center, Kiruna, Sweden. After a brief description of the
stratospheric payloads design and manufacturing, the paper will present the major lessons learned from the previous stratospheric experiments, STRATONAV and TARDIS, and their application to the development and manufacturing of the latest launched stratospheric experiment STRAINS, as well as their educational return to the students involved in the projects.
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Sonnenberg-Klein, Julia, Jorge Rosales-Salas, Andres Alberto Aristizabal-Pinzon, Andres Felipe Osorio Muriel, Pedro Soza Ruiz, Anibal Tavares Azevedo, Edmundo Inacio, and Cristiano Morini. "Vertically Integrated Project Programs in South America – Profiles of Multidisciplinary Team-Based Project-Based Programs at 4 Institutions." In 2022 IEEE World Engineering Education Conference (EDUNINE). IEEE, 2022. http://dx.doi.org/10.1109/edunine53672.2022.9782334.
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Linton Van Der Vyver, Glen, and Michael Lane. "Using the New Generation of IS Development Techniques in Effective Group Learning: A Pilot Study of a Team-Based Approach in an IT Course." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2715.
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Adaptive and fluid applications development methodologies such as Prototyping, RAD, FAD and Extreme Programming have emerged in recent years in response to organisational realities that include rapid change, uncertainty and ambiguity. These methodologies are well suited to the team-based approach that has become so important in the modern organisation. Yet, many educational programmes in the West still focus on individual learning and assessment. This paper reports on a pilot study where team-based methods are incorporated into a demanding undergraduate I.T. course. An attempt is also made to create a learning environment that incorporates elements of the ‘real world.’ It is established that a team-based approach, where there is a focus on interdependency and group learning, can lead to some dramatic improvements in the performance of IT students but a number of unexpected problems emerge.
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Firth, Kevin, Brian Surgenor, and Peter Wild. "A Task Based Approach to Mechatronic Systems Education." In ASME 7th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2004. http://dx.doi.org/10.1115/esda2004-58475.
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This paper describes an elective course in mechatronic systems engineering that is project based and team-oriented with hands-on learning. Working in small teams, students add electronic components to a mobile robot base and write the programs required to make the robot perform a series of tasks. Although the application of mobile robots as an educational tool in a mechatronics course is becoming the norm at many universities, the task based organization of the Queen’s mechatronics course is believed to have a number of novel features. The paper will review the pedagogy of the course, including aspects of the student workload, the interplay between teams, and the task based approach to marking and organization of the laboratories.
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Cote´, Mark A. "Replacing a Power Plant Control Room Simulation Laboratory for an Engineering Technology Program." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37968.
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Industry-centered education has been an integral part of the educational program at Maine Maritime Academy (MMA) since the founding of the college in 1941. This has included extensive use of laboratories and cooperative education as part of all MMA academic programs. Employers, graduates, and potential students describe MMA’s “hands-on” focus, reflected in the laboratory and cooperative education experiences, to be one of the main advantages of an MMA education, including the Power Engineering Technology (PET) program. In 1993, the MMA Engineering Department decided to build on this strength for the PET program by adding a personal computer-based, power plant control room simulator laboratory. The simulators were integrated into the PET Capstone experience, a two-course, nine credit hour sequence, that included both individual and team projects. The simulators were used to provide additional realistic, “hands–on” training as the students completed their degree. Over the course of the past fifteen years, while the simulators have continued to be a valued tool for the PET Program, the simulators were reaching the end point of their viable use due to hardware obsolescence. Since the simulator software was hardware specific, it had become impossible to procure replacement hardware for the simulators. In 2008, it was decided to replace the simulators and new simulator hardware and software have been procured and will be integrated into the PET Program beginning in the fall 2010 semester. This paper will describe the process used to determine the scope of the replacement process, the parameters for the new simulation systems, the procedure for determining the systems selected, and the process of integrating these new resources, including the assessment methods using the simulators, into the PET Program.
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Hathazi, Andrea, and Ioana-Letitia Serban. "THE IMPORTANCE OF REFLECTION-BASED STRATEGIES IN TRAINING PROFESSIONALS WORKING WITH MDVI CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end048.
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This paper focuses on the professional development regarding communication abilities of the teachers and therapists working with children with multiple disabilities and a visual impairment (MDVI). Since the development of communication abilities is a complex process, it must be approached from a continuous, systemic and structured perspective. MDVI children acquire and develop communication skills based on various factors which depend on their specific features and usually they need a large amount of time to learn how to employ different systems of communication so they can express a need or a desire and have an impact on other people or on the environment. In this context, a team of 3 universities, 4 special schools for the blind and visual impaired, one NGO and one IT company have come together in an Erasmus+ European project called PrECIVIM (Promoting Effective Communication for Individuals with a Vision Impairment and Multiple Disabilities) to address the need of a professional training in communication abilities of the specialists working with MDVI children. As a result, a complex training program has been created, based on common experiences, reflective strategies, and different training components. Method: We have focused on a group of 21 professionals working with MDVI children. They were the beneficiaries of a four-part training programme conducted by three experienced trainers on a time frame of 6 months. The programme was delivered in multiple ways, each of them with great reflective value: training manual (individual study), onsite group training, online group supervision and written individual reflective logs. Results: The individual feedback of each participant has been processed and discussed revealing significant improvement in their intervention approach toward MDVI children, in their selection of communication methods or in their professional relationship with the MDVI child. The results of the training programme are presented in terms of the efficiency of the reflection-based strategies for the professional development of each participant. Conclusion: The training programme applied to this group of professionals has emphasized the need of mentors and partners who offer constructive feedback and who implement reflective strategies in the intervention process regarding communication with MDVI children. In this sense, the reflective logs should be considered a great resource in the intervention and therapeutic process of MDVI children.
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Milojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley, and Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.
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Abstract Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum. The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources. We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.
Reports on the topic "Team-based educational programme"
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Dempsey, Terri L. Handling the Qualitative Side of Mixed Methods Research: A Multisite, Team-Based High School Education Evaluation Study. RTI Press, September 2018. http://dx.doi.org/10.3768/rtipress.2018.mr.0039.1809.
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Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also needed of procedures for integrating the qualitative and quantitative strands of a study from design to interpretation in ways that can facilitate efficiencies. This paper provides a detailed description of the strategies used to collect and analyze qualitative data in what the research team believed to be an efficient, high-quality way within a team-based mixed methods evaluation study of science, technology, engineering, and math (STEM) high-school education. The research team employed an iterative approach to qualitative data analysis that combined matrix analyses with Microsoft Excel and the qualitative data analysis software program ATLAS.ti. This approach yielded a number of practical benefits. Selected preliminary results illustrate how this approach can simplify analysis and facilitate data integration.
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Wandeler, Christian, and Steve Hart. The Central Valley Transportation Challenge. Mineta Transportation Institute, December 2022. http://dx.doi.org/10.31979/mti.2022.2029.
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The Central Valley Transportation Challenge provides underserved minority students, who are primarily from rural areas, with high quality transportation-related educational experiences so that they learn about transportation-related topics and opportunities in transportation careers. The CVTC is a project-based learning program that brings university faculty and students to K–12 classrooms in rural areas. The project operated with three main objectives: (1) support K–12 teachers’ understanding and implementation of the CVTC programs; (2) connect K–12 students with university faculty and students, and transportation professionals through the CVTC program; and (3) develop an online hub with transportation-related lesson plans and sequences. The results of this study are reported as five case studies and a description of the online hub. The case studies illustrate how different pedagogical approaches and uses of technology were implemented and how the project connections between the schools, community members and professionals from transportation-related fields were developed. In addition, to support the sustainability of transportation-related learning across subsequent years, the research team created an online transportation resource repository. This hub was populated with lessons and units developed by pedagogical and content experts. The lessons cover the grades K–12 and range from brief lessons to very engaging and holistic two-week-long lesson sequences. The CVTC has proven to be a highly flexible and adaptive model due to the use of technology and the teachers’ experience and pedagogical expertise. The timing of the program during the COVID-19 pandemic also provided the students that were learning from home with an engaging learning experience and some relief for teachers who were already dealing with a lot of adjustments. In that sense, the program reached traditionally underserved students, but did so in a critical time where these students faced even more obstacles.
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Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.
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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.
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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Integration of STI and HIV/AIDS with MCH-FP services: A case study of the Busoga Diocese Family Life Education Program, Uganda. Population Council, 1997. http://dx.doi.org/10.31899/rh1997.1005.
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The Family Life Education Project (FLEP) was started in 1986 by the Busoga Diocese of the Anglican Church of Uganda with assistance from Pathfinder International. The project provides integrated MCH, FP, STD, and HIV/AIDS services to more than 500,000 individuals through 48 clinics and 162 trained village health workers (VHWs). Each clinic serves an estimated 11,000 people living in a sub-Parish. Each sub-Parish has a health subcommittee selected by the community that is responsible for hiring clinic staff, identifying VHWs, and mobilizing resources for clinic staff salaries. Data suggest that the program is reaching a large number of clients through the clinic and community-based approaches. The methodology used for the case study involved review of available data and reports, in-depth interviews with management team, modified situation analysis, and guided group discussions. As noted in this report, using simple rural-based health facilities and volunteer community-based workers to provide family planning and STD/HIV services using the integrated approach is possible, however considerable work must be done before the project can provide high-quality MCH/FP and STD/HIV services to every client using this approach.