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.
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Ward, Stephen, and Gemma Wasson. "Improving preparedness of junior doctors to manage patients with diabetes: a pilot educational programme from ward-based pharmacists." British Journal of Diabetes 17, no. 4 (December 15, 2017): 152–55. http://dx.doi.org/10.15277/bjd.2017.151.
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Background: Diabetes is a complex condition and junior doctors can feel underprepared when tasked with safely prescribing insulin. Hyperglycaemia is known to increase mortality and morbidity, yet a British study in 2008 demonstrated that a quarter of doctors responding to the survey did not feel confident enough to take the main initiative to control blood glucose for a patient under their care in hospital. Diabetes learning resources are widely available, yet few offer the opportunity to link undergraduate theory with practical prescribing tasks. Clinical pharmacists can play an important role in providing this type of practical support and in the formative development of safe prescribing for junior doctors. This paper describes an initiative from a hospital pharmacy team to support Foundation Year doctors (FY1s) with safe insulin prescribing.Methods: The team from the Belfast Trust designed a ward-based teaching session which could be used by clinical pharmacists to help newly qualified doctors on their wards. These sessions, known as SIPS (Safe Insulin Prescribing Sessions), focused on three key areas: documentation, insulin product range and resources. The aim was to assess if SIPS had an impact on confidence levels for different aspects of insulin prescribing. This pilot educational intervention was carried out with 19 junior doctors. After the session each doctor was contacted to complete a short online questionnaire ranking their confidence and knowledge levels in managing inpatients prescribed insulin before and after the pharmacist SIPS.Results: After completing the ward-based teaching there were statistically significant increases in the self-ranked confidence and knowledge levels of junior doctors regarding insulin prescribing.Conclusions: This pilot demonstrates that ward-based teaching from a pharmacist can support junior doctors in managing diabetes. A larger study would be needed to confirm whether this translates into better management of inpatients with diabetes.
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Farrell, Peter, Nassia Trigonaki, and David Webster. "An exploratory evaluation of two early intervention programmes for young children with autism." Educational and Child Psychology 22, no. 4 (2005): 29–40. http://dx.doi.org/10.53841/bpsecp.2005.22.4.29.
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This article discusses the impact of two contrasting early intervention programmes for a small number of young children with autism that were funded by Lancashire LEA. One of these, referred to as ABA/Lovaas (nine children), was based on the application of applied behavioural analysis techniques mainly in the home setting by therapists appointed by the parents and supported by a supervisor. The other programme, the Lancashire Under Fives Autism Project (LUFAP) – eight children – was developed by a team of teachers, therapists and educational psychologists in Lancashire and was delivered in mainstream preschool settings with the support of a Special Support Assistant (SSA), a visiting teacher and a speech and language therapist.In general terms the findings suggest that all key stakeholders – parents, teachers, therapists and EPs, were positive about the impact of both programmes. The parents felt supported and were pleased with the progress that their children were making. Mainstream teachers, especially those linked to the LUFAP programme, were positive about having a child with autism in their school and valued the support of the SSA and visiting teacher. Some of the parents in the ABA/Lovaas group had formed an informal support group and this proved to be mutually beneficial. Data from a reduced sample indicated that all the children made progress as measured on the Vineland and the Bayley scales although the rate of progress made by those on the LUFAP programme was more encouraging than those on the ABA/Lovaas programmes although this may be attributable to initial group differences.
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Naydenova, Elena, and Veneta Stoyanova. "DIGITAL ENVIRONMENT – INNOVATIV TEACHERS." Education and Technologies Journal 11, no. 2 (August 1, 2020): 326–28. http://dx.doi.org/10.26883/2010.202.2347.
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This paper presents the activities of teachers team from Kindergarten „Edinstvo Tvorchestvo Krasota“, Vratsa on the Erasmus + Programme, KA – Key Action 1: „Transnational mobility of learners“, sector „School Education“. Reveals the role of teamwork, motivation and qualification of teachers to achieve its main goal – increasing the skills to work with ICT with based innovative educational technologies and didactic models. The possibilities for comprehensive and quality education of the children in a unified information and communication environment are shown. We share with the highly respected audience the unlimited opportunities of the teacher to self-educate and improve their skills to meet the natural need of children to play by integrating information and communication technologies in the educational process.
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Graham, Jane, Conrad Hayes, and Kate Pendry. "Can Team-Based Learning (TBL) Be Used to Deliver Postgraduate Education in Transfusion Medicine for UK Physicians?" Medical Science Educator 30, no. 1 (December 3, 2019): 631–42. http://dx.doi.org/10.1007/s40670-019-00844-9.
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Abstract Background There is global need for evidence-based methodologies to effectively deliver transfusion training. This research critically assesses both efficacy and the practicalities of introducing team-based learning (TBL) to deliver transfusion medicine education to UK postgraduate doctors (residency equivalence). Study Design and Methods One TBL orientation session and three transfusion medicine sessions, mapped to the 2012 Foundation Programme curriculum, were designed adhering to TBL principles. These were delivered by one tutor during ‘compulsory’ (except rota commitments and leave) educational sessions. Team continuity plus trainee reaction, knowledge acquisition and behaviour were evaluated. Results Forty-eight doctors received a mean 2.5 TBL sessions. Five teams were developed with average team membership of 5.85 doctors per session. Overall team continuity (total team members attending/potential team members × 100) was 65% over the four sessions. Qualitative and quantitative trainee reaction to TBL was positive. Objective knowledge acquisition showed improved team knowledge over individual knowledge. Mean team readiness assurance testing (RAT) score exceeded maximum individual RAT score in 90% of cases. Subjective knowledge acquisition significantly improved, although confidence concerning prescribing declined. The reported time spent preparing for sessions correlated with enjoyment, subjective knowledge gain and clinical confidence. Preparation time was reported as ‘adequate’ or ‘excellent’ in 86% of anonymous feedback. Conclusion TBL is an enjoyable and effective approach to deliver transfusion education to doctors, particularly when preparation is adequate. Team continuity is poor despite ‘compulsory’ education sessions. This must be considered when designing and delivering TBL sessions in the UK postgraduate medical setting.
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Pinto, Cristiano J. M., Luciana S. Fornari, Silvia M. R. Oyama, Maria M. D. Rodrigues, Taciana Davanço, and Bruno Caramelli. "Children First Study II: an educational programme on cardiovascular prevention in public schools can reduce parents' cardiovascular risk." Revista da Associação Médica Brasileira 66, no. 9 (September 2020): 1217–24. http://dx.doi.org/10.1590/1806-9282.66.9.1217.
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SUMMARY OBJECTIVE: The aim of this study was to analyze whether the implementation of a multidisciplinary educational programme for cardiovascular prevention in public schools can contribute to reducing the Fram INGHAM CARDIOVASCULAR RISK SCORE OF THE CHILDREN'S PARENTS AFTER ONE YEAR. METHODS: This was a prospective, community-based, case-control study carried out in public schools in Sao Paulo, Brasil. Students were randomized to receive healthy lifestyle recommendations by two different approaches. The control group received written cardiovascular health educational brochures for their parents. The intervention group received the same brochures for the parents, and the children were exposed to a weekly educational programme on cardiovascular prevention with a multidisciplinary health team for one year. Clinical and laboratorial data were collected at the onset and end of the study. RESULTS: We studied 265 children and their 418 parents. At the baseline, the rate of parents with intermediate or high Framingham scores (risk of cardiovascular disease over the next 10 years greater than 10%) was 6.9% in the control group and 13.3% in the intervention group. After one year, the rate of parents with intermediate or high Framingham risk score was reduced by 22.2% in the intervention group and increased by 33.3% in the control group (p=0.031). The cardiovascular risk factors that improved in the intervention group were blood pressure, LDL-cholesterol (low-density lipoprotein cholesterol), and glucose levels. CONCLUSION: An educational programme on cardiovascular prevention for school-age children in public schools can reduce the cardiovascular risk of their parents.
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Koterwas, Agnieszka. "Inquiry-based learning on the example of the IB International School Programme of Inquiry." Problemy Opiekuńczo-Wychowawcze 613, no. 8 (October 31, 2022): 66–76. http://dx.doi.org/10.5604/01.3001.0016.0745.
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Introduction. Inquiry-based learning is perceived as one of the most effective teaching methods, an example of the implementation of constructivism in educational practice with the dominant role of a cognitively activated student, who, analogous to the work of a scientist, has the opportunity to pose questions, hypotheses and research problems and to construct strategies to solve them through the use of a number of various research tools, and finally to present, in a variety of forms, the results of their research. However, in Poland, this approach to teaching is a basically unrecognized area, especially at the level of early childhood education. Purpose. The purpose of this article will be to present a description of the inquiry-based learning (IBL) method, indicate its key elements and implications using the example of one elementary school with the IB programme. Materials and Methods. The subject of the analysis are publications and educational materials on the inquiry-based learning method, as well as the analysis of the content of documents presenting the plan and evaluation of the school’s teaching work developed by a team of early childhood education teachers from a non-public international elementary school in Poland with the IB programme. Results. The IBL method with the system support offered by the IBO Foundation can be implemented in early childhood education in the conditions of the Polish education system. Conclusions. The example of the IBL method implementation in the world of school practice proves that teaching in Poland can be different. There is a need for activities aimed at promoting such didactic solutions.
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Churski, Paweł, Paweł Motek, and Tadeusz Stryjakiewicz. "Cultural Industries In The Development Policies Of Cities And Regions: A New Area Of Educationin Spatial Management." Quaestiones Geographicae 34, no. 2 (June 1, 2015): 87–97. http://dx.doi.org/10.1515/quageo-2015-0018.
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Abstract This paper seeks to present organisational and programme assumptions of a new field of postgraduate studies called Cultural industries in the development policies of cities and regions, prepared by a team of workers of the Institute of Socio-Economic Geography and Spatial Management of Adam Mickiewicz University in Poznań as a didactic innovation based on a modular system of education that meets contemporary changes in the labour market. The analysis will also embrace experiences following from the educational process implemented under the Human Capital Operational Programme in the years 2013–2015 (Priority IV: Tertiary Education and Science, Measure 4.3: Enhancing the didactic potential of universities in areas of key importance for the Europe 2020 Strategy). They provide a basis for conclusions and recommendations for higher schools interested in the development of this area of education.
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Nadarajan, Gayathri Devi, Kirsty J. Freeman, Paul Weng Wan, Jia Hao Lim, Abegail Resus Fernandez, and Evelyn Wong. "Emergency medicine clerkship goes online: Evaluation of a telesimulation programme." Asia Pacific Scholar 6, no. 3 (July 13, 2021): 56–66. http://dx.doi.org/10.29060/taps.2021-6-3/oa2440.
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Introduction: COVID-19 challenged a graduate medical student Emergency Medicine Clinical Clerkship to transform a 160-hour face-to-face clinical syllabus to a remotely delivered e-learning programme comprising of live streamed lectures, case-based discussions, and telesimulation experiences. This paper outlines the evaluation of the telesimulation component of a programme that was designed as a solution to COVID-19 restriction. Methods: A mixed methods approach was used to evaluate the telesimulation educational activities. Via a post-course online survey student were asked to rate the pre-simulation preparation, level of engagement, confidence in recognising and responding to the four clinical presentations and to evaluate telesimulation as a tool to prepare for working in the clinical environment. Students responded to open-ended questions describing their experience in greater depth. Results: Forty-two (72.4%) out of 58 students responded. 97.62% agreed that participating in the simulation was interesting and useful and 90.48% felt that this will provide a good grounding prior to clinical work. Four key themes were identified: Fidelity, Realism, Engagement and Knowledge, Skills and Attitudes Outcomes. Limitations of telesimulation included the inability to examine patients, perform procedures and experience non-verbal cues of team members and patients; but this emphasised importance of non-verbal cues and close looped communication. Additionally, designing the telesimulation according to defined objectives and scheduling it after the theory teaching contributed to successful execution. Conclusion: Telesimulation is an effective alternative when in-person teaching is not possible and if used correctly, can sharpen non-tactile aspects of clinical care such as history taking, executing treatment algorithms and team communication.
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Brown, Allison, Seamus Sreenan, and Alice McGarvey. "Closing the gap: a transatlantic collaboration to foster quality improvement training in graduate entry medical students using applications of QI methodologies to medical education." BMJ Open Quality 8, no. 3 (July 2019): e000610. http://dx.doi.org/10.1136/bmjoq-2018-000610.
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The alarming prevalence of medical error and adverse events in the health system raises a call to action to ensure that doctors in training receive adequate training in quality improvement (QI). Training medical students in QI remains a challenge given time constraints, lack of clinical exposure, and already saturated curricula. In some instances, QI training may be delivered during clerkship through didactic, and in some instances, and experiential learning. Preclinical years of medical school remain focused on introducing students to scientific and clinical concepts, rarely do they learn about QI. The Program for Innovation in Scholarship and Medicine (PRISM) is a programme that introduces first-year medical students to the fundamentals of QI using their experience as a medical student as the context. PRISM is a condensed QI curriculum that is delivered through an international partnership, based on a previously piloted programme at a Canadian medical school. Following an introductory workshop, medical students work in teams to develop QI proposals (project charters) which detail how QI principles and tools can generate small-scale improvements within their educational programme. Project charters are assessed by a team of faculty and upper year students, who have previously participated. On completion of the programme, students demonstrated increased knowledge, skills, and attitudes towards QI. Programme participants were satisfied with the structure and expectations of PRISM and expressed a newfound interest in QI. Nearly all participants would recommend PRISM to another medical student. In conclusion, PRISM serves as a resourceful, efficient educational approach for preclerkship students that provides an introduction to the concepts of QI in order for early trainees to build on baseline knowledge and skills throughout their training.
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Tausendfreund, Tim, Janneke Metselaar, Jelte Conradie, Maria Helena de Groot, Nicolien Schipaanboord, Jana Knot-Dickscheit, Hans Grietens, and Erik J. Knorth. "Self-reported care activities in a home-based intervention programme for families with multiple problems." Journal of Children’s Services 10, no. 1 (March 16, 2015): 29–44. http://dx.doi.org/10.1108/jcs-07-2014-0034.
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Purpose – The purpose of this paper is to describe the development and application of the KIPP-list of care activities. The acronym KIPP stands for Knowledge and Insight into Primary Processes. The instrument is intended as a tool for family coaches to systematically report care activities conducted in the Dutch family support programme Ten for the Future (in Dutch: Tien voor Toekomst). Design/methodology/approach – The design of the instrument was based on the components of the programme and a literature search for similar instruments used in the Netherlands, complemented by a staff survey. A series of three studies was carried out to test the instrument’s validity and user-friendliness, and to assess its potential for programme evaluation. Findings – The majority of care activities were performed in cooperation with one or both parents alone, and less frequently with children or external professionals. Although the main focus of the work of the family coaches fell into the categories of “collecting information” and “working towards (behavioural) change” with families, the relatively high frequency of all the types of care contacts emphasises the intensity of this family support programme with a complex target group. Originality/value – Data gathered with the instrument provided meaningful information by descriptive analysis. KIPP thereby proved its general feasibility in increasing insight into service provision. The instrument can be useful in several stages and on several levels of quality assurance and service optimisation, including reflective practice, supervision, team management and research.
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Snelson, Edward, and Julie Hoskin. "Models of paediatric learning for UK primary care clinicians: An unmet need." Health Education Journal 78, no. 3 (November 20, 2018): 366–74. http://dx.doi.org/10.1177/0017896918812518.
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Objectives: Despite a long-standing declaration of educational need in the area of paediatrics in primary care, there is little in the way of strategy for delivering high-quality learning relevant to the specific needs of the primary care team. This article seeks to explore various models for delivering primary care centred paediatric education to inform discussion about how to meet this need. Methods: As well as considering various educational modalities, we share the lessons learned from setting up a novel educational model for practitioners working in a primary care setting. We consider the importance of education for those working where they may be operating from a position of uncertainty, which may lead to unnecessary referrals or unsafe practice. We explore the complexities of the interface which occurs between primary and secondary care in designing and delivering education. Results: There are various barriers to the setting up of a programme of education designed specifically for primary care, including time needed, funding and uncertainty of success. While the needs of the whole primary care team needs to be considered, there is a growing number of advanced clinical practitioners and physician associates who are likely to engage with paediatric-specific professional development opportunities, at least as much as the traditional medical workforce. Conclusion: The lack of adequate paediatric education for those working in primary care poses a risk which should not be ignored. In the absence of a coherent strategy in the United Kingdom to identify and meet the learning needs of practicing primary care clinicians, one possible solution is for health regions to develop bespoke initiatives based on an understanding of the local workforce, their learning needs and the local resources available. We explore the various modalities through which this can be achieved and share the lessons learned from the development of a multifaceted programme of paediatric learning for primary care clinicians.
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Lombard, Eileen, Anna Higgins, Suzanne Timmons, and Ruth McCullagh. "23 The Implementation of a Hospital “Buddy Walking Programme” to Improve Access to Mobility for Acute Hospital in-Patients." Age and Ageing 48, Supplement_3 (September 2019): iii17—iii65. http://dx.doi.org/10.1093/ageing/afz103.13.
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Abstract Background An acute hospital admission often means that patient’s mobility can decline if not maintained and encouraged throughout their inpatient stay. The “Buddy Walking Programme” is a joint initiative between the physiotherapy department, nursing department and hospital volunteers. The aim of this research was to implement a hospital “Buddy Walking Programme” within a teaching hospital in Cork to allow the provision of accompanied walking sessions by members of the hospital’s volunteer team. Methods Ward based physiotherapy staff and nursing staff identify suitable patients and add their bed number and mobility status to a list each morning. Patients are identified who are independently mobile or can safely mobilise with the supervision of one person, with or without a mobility aid and who are cognitively capable of simple commands. Physiotherapists and nursing staff are made aware of the programme at induction. Volunteers partake in an educational session and manual handling training prior to offering supervised walking sessions. Results A standard operating procedure has been developed for the “Buddy Walking Programme”. Training has been rolled out hospital wide amongst nursing staff, physiotherapy staff and hospital volunteers. Conclusion This programme will help encourage a culture of physical activity within the hospital in-patient setting and improve mobility levels. Further research is warranted to explore the beliefs and perceptions of hospital staff and volunteers regarding the initiative and to examine barriers and facilitators to the programme.
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Dashora, Umesh, Mike Sampson, Erwin Castro, Debbie Stanisstreet, Christine Jones, Rowan Hillson, and On behalf of JBDS for Inpatient Care. "The Rowan Hillson Inpatient Safety Award 2018 for the best inpatient diabetes educational programme for healthcare professionals." British Journal of Diabetes 20, no. 2 (December 13, 2020): 151–54. http://dx.doi.org/10.15277/bjd.2020.264.
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Introduction: The annual National Diabetes Inpatient Audit (NaDIA) in the UK continues to show a high incidence of insulin errors in patients admitted to hospital with diabetes. It is clear that new initiatives are urgently required to mitigate this risk.Method: The Joint British Diabetes Societies for Inpatient Care (JBDS-IP) organised the fifth national Rowan Hillson Inpatient Safety Award on the theme of the best inpatient diabetes educational initiative to improve patient safety in hospitals.Result: The winner was Kath Higgins and the team from the University Hospitals of Leicester NHS Trust for their ITS Diabetes – Inpatient Diabetes Training & Support programme – an educational toolkit accessible to medical, nursing and pharmacy staff. Components included face-to-face training, e-learning module, monthly newsletter social media communications with competency document and flashcards. The initiative reduced insulin errors and in-hospital diabetic ketoacidosis. There were two teams in second position. Michael Lloyd and colleagues from St Helens and Knowsley Teaching Hospitals NHS Trust received the award for their individualised and shared insulin prescribing error feedback system, Safe Insulin TipS (SIPS), and multi-professional simulation-based training. Ruth Miller and colleagues in North West London were commended for the project to implement Diabetes 10 Point Training in Acute Hospitals across North West London. This clinically-based teaching programme provided quick training specifically designed for all hospital settings to address the commonest diabetes errors.Conclusion: These and similar schemes need to be developed, promoted and shared to reduce insulin errors in hospitalised patients with diabetes.
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Fiore, Eleonora, Giuliano Sansone, and Emilio Paolucci. "Entrepreneurship Education in a Multidisciplinary Environment: Evidence from an Entrepreneurship Programme Held in Turin." Administrative Sciences 9, no. 1 (March 26, 2019): 28. http://dx.doi.org/10.3390/admsci9010028.
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Entrepreneurship education can increase student’s entrepreneurial skills and intention; and entrepreneurship activities stimulate economic growth. Therefore, the number of entrepreneurship courses is increasing, but they are often offered to students from a specific field of study and/or to only one educational level, even though multidisciplinarity is important for entrepreneurship. This study has carried out an exploratory single case study on an entrepreneurial programme in a multidisciplinary environment, that is, the Contamination Lab of Turin (CLabTo). Moreover, pre- and post-surveys have also been conducted in order to perform some qualitative analyses. The results show the importance of creating teams with different competencies, cognitive and decision-making skills. Moreover, we explain how design-thinking is useful in entrepreneurship education and that a challenge-based entrepreneurship course leads to cooperation with external actors in the local entrepreneurial ecosystem. It is also explained what the obstacles and opportunities of these programmes are and how to improve them. Moreover, on the basis of pre- and post-surveys, our qualitative analyses show that the students’ overall perception of their abilities to work in a multidisciplinary team, their entrepreneurial skills and entrepreneurial intentions increased slightly. In short, this work is aimed at increasing the importance of entrepreneurship education in a multidisciplinary environment and the use of practical-oriented teaching models.
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Christmals, Christmal Dela, and Susan J. Armstrong. "Curriculum framework for advanced practice nursing in sub-Saharan Africa: a multimethod study." BMJ Open 10, no. 6 (June 2020): e035580. http://dx.doi.org/10.1136/bmjopen-2019-035580.
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ObjectivesThe implementation of advanced practice nursing (APN) programmes in sub-Saharan Africa (SSA) has been difficult due to lack of SSA-specific curriculum frameworks or benchmarks to guide institutions in developing and implementing APN programmes. A few APN programmes in SSA were benchmarked on western philosophy and materials, making local ownership and sustainability challenging. This paper presents an SSA-specific concept-based APN (Child Health Nurse Practitioner, CHNP) curriculum framework developed to guide institutions in developing relevant and responsive APN curricula in order to qualify CHNP and contribute to a decreased incidence of preventable deaths of children in the SSA region.DesignA sequential multimethod study design consisting of a scoping review, Delphi study, development of a framework by a curriculum team, and evaluation of the curriculum framework by faculty from 15 universities in SSA.SettingThis study included universities from East, West, Central and Southern Africa.ParticipantsThe study included international multidisciplinary health professionals and curriculum development experts from 15 universities in 10 SSA countries.ResultsA concept-based Advanced CHNP curriculum framework was developed. The faculty who evaluated the curriculum framework for applicability within their institutions and the SSA context unanimously stated that the framework is detailed, evidenced-based and could be adapted for other APN specialty areas.ConclusionThe Child Health Nurse Practitioner curriculum framework is comprehensive, context-specific and has the potential to respond to the special child healthcare needs of SSA. It is adaptable for other APN specialty programmes in SSA. Nursing leaders should lobby for funding and advocate for the introduction of the CHNP programme as a collaborative process between government, clinical services, communities and educational institutions.
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Hållstam, Andrea, Monika Löfgren, Christer Svensén, and Britt-Marie Stålnacke. "Patients with chronic pain: One-year follow-up of a multimodal rehabilitation programme at a pain clinic." Scandinavian Journal of Pain 10, no. 1 (January 1, 2016): 36–42. http://dx.doi.org/10.1016/j.sjpain.2015.08.008.
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AbstractBackground and aimsMultimodal rehabilitation (MMR) programmes, including, physical training, educational and psychological interventions by an interdisciplinary team are found to be more successful for patients with disabling chronic pain compared with less comprehensive treatments. MMR programmes are based on the biopsychosocial model and the goal is usually to improve function, quality of life and facilitate and enable return to work. As pain clinics traditionally offer conventional medical pain treatment, there is limited knowledge about MMR given in this context. The aim of our study was to describe characteristics of patients with chronic pain, treated with a MMR programme at a conventional pain clinic, to evaluate patient-reported outcome measures (PROM) from start to one year after, and to study possibly associated factors for the improvement of health-related quality of life after one year.MethodsA prospective, observational study with a one-year follow-up was performed.SubjectsA total of 42 individuals (38 females, age 44.0 ± 12.3 years and 4 men age 40 ± 8.5 years) with different pain diagnoses were included. After a team assessment, the patients began a programme that lasted about three months. The MMR programme contained coordinated, individually adapted treatments administered individually or in groups, and was based on cognitive behavioural principles. Questionnaires regarding health-related quality of life (HRQoL) (EQ-5D), insomnia (ISI), mental health (HADS), painrelated disability (PDI), kinesiophobia (TSK), current pain intensity (VAS) and sense of coherence (SOC) were used at the start of the MMR and at follow-up. Demographic data were collected from the patient records.ResultsThe PROM at baseline showed substantial pain problems with low HRQoL (EQ-5D index of 0.1 ± 0.282, and EQ VAS of 32.67 ± 20.1), moderate insomnia (ISI 18.95 ± 6.7), doubtful cases of depression and anxiety (HADS-depression 9.35 ± 4.1 and HADS-anxiety 9.78 ± 3.95), presence of pain-related disability (PDI 39.48 ±12.64), kinesiophobia (TSK 40.8 ± 9.8), as well as moderate current pain (VAS 61.31 ± 20.4). The sense of coherence was weak (SOC of 51.37 ± 14). At one-year follow-up, significant (p ≥ 0.05) improvement occurred on the EQ-5D index, EQ VAS, ISI, PDI and TSK. In the logistic regression analysis, no significant associations could be identified.ConclusionsMMR for patients with complex pain problems can be a successful treatment alternative at conventional pain clinics.ImplicationsSince access to rehabilitation clinics in Sweden may be limited, the availability of MMR can increase by providing this type of intervention in pain clinics. Increased knowledge of MMR in different settings can also contribute to increased understanding and collaboration between pain clinics and rehabilitation units.
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Ruuska, Juha. "From Six Learner Personas of Teampreneurship to a Learner-Led and Co-Creative Entrepreneurial Model?" European Conference on Innovation and Entrepreneurship 17, no. 1 (September 7, 2022): 441–50. http://dx.doi.org/10.34190/ecie.17.1.480.
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In the context of entrepreneurship education, design thinking and service design, I will present six learner personas, that I have discovered during my design-ethnographic PhD research in Tiimiakatemia, that is a special entrepreneurship degree programme in JAMK University of Applied Sciences, Jyväskylä, Finland. Programme is known by its team ideology and communal and learning-by-doing learning culture. Six learner personas here are equivalents to user persona, to present typical/ archetypal users (students) of an educational program or service. Learner personas are also a way to represent cultural understanding and insight collected through an extensive ethnograpical study between 2016-2020, that has also included ethnographic interviews and projective, participatory and visual methods, such as Lego Serious Play. In my paper, based on the needs, challenges, learning strategies and insight from ethnographic research and the six learner personas, I will further develop and present an idea of learner-led, open, communal, co-creative and integrative entrepreneurial education model that could serve HEIs in developing their own entrepreneurial pedagogy.
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Radwan, Tarek F., Yvette Agyako, Alireza Ettefaghian, Tahira Kamran, Omar Din, Mohammad Aumran Tahir, Peter Schofield, and Veline L'Esperance. "Improving the management of type 2 diabetes through large-scale general practice: the role of a data-driven and technology-enabled education programme." BMJ Open Quality 10, no. 1 (February 2021): e001087. http://dx.doi.org/10.1136/bmjoq-2020-001087.
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A quality improvement (QI) scheme was launched in 2017, covering a large group of 25 general practices working with a deprived registered population. The aim was to improve the measurable quality of care in a population where type 2 diabetes (T2D) care had previously proved challenging. A complex set of QI interventions were co-designed by a team of primary care clinicians and educationalists and managers. These interventions included organisation-wide goal setting, using a data-driven approach, ensuring staff engagement, implementing an educational programme for pharmacists, facilitating web-based QI learning at-scale and using methods which ensured sustainability. This programme was used to optimise the management of T2D through improving the eight care processes and three treatment targets which form part of the annual national diabetes audit for patients with T2D. With the implemented improvement interventions, there was significant improvement in all care processes and all treatment targets for patients with diabetes. Achievement of all the eight care processes improved by 46.0% (p<0.001) while achievement of all three treatment targets improved by 13.5% (p<0.001). The QI programme provides an example of a data-driven large-scale multicomponent intervention delivered in primary care in ethnically diverse and socially deprived areas.
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Ikeda, Mitsuru, and Aya Fukuda. "Multiple inter-university online lesson programs in conflict areas-evaluation for improvement." Impact 2021, no. 3 (March 29, 2021): 12–14. http://dx.doi.org/10.21820/23987073.2021.3.12.
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Peacebuilding and conflict prevention studies play a crucial role in promoting peace on earth. Such studies must be evaluated in order to ensure they are as effective as possible. At the Tokyo University of Foreign Studies (TUFS), Japan, Associate Professor Mitsuru Ikeda, Professor Toru Miyagi and Dr Aya Fukuda are part of a team that have developed an educational programme on peacebuilding and conflict prevention that connects several universities in Asia via an online conference system. The Global Campus Program (GCP) is novel for many reasons, particularly because of its psychological angle. Ikeda is a psychologist who is a proponent of the importance of the involvement of psychology in conflict prevention education. This is because armed conflicts are caused by the human mind and psychology is also closely linked to programme evaluation research. Through the GCP, Ikeda, Miyagi and Fukuda are performing a programme evaluation of peacebuilding and conflict prevention education. This involves inviting students from different parts of the world, including conflict-affected countries and enhancing students' learning through interaction and dialogue. The researchers use two major psychological theoretical models in their work: mere exposure effect and the idea that co-action based on common goals deepens mutual understanding.
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Johnson, Robin, Ronisha Edwards, Angela Rivers, Crystal Patil, and Susan Walsh. "Evaluating literacy levels of patient education materials for a sickle cell transition group education programme." Health Education Journal 79, no. 3 (September 23, 2019): 253–65. http://dx.doi.org/10.1177/0017896919876668.
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Objective: A multidisciplinary team from a US midwestern urban medical centre developed written patient education materials for a group education programme designed to prepare adolescents and emerging adults with sickle cell disease for transition to adult care. We evaluated the literacy levels of these materials and demonstrate how to revise the patient education materials to meet literacy standards. Method: Six tools were used to evaluate literacy levels of the patient education materials. Based on the literacy level scores of the materials, including readability, grade level, understandability and actionability, recommendations and revisions were made to improve literacy levels. The revised materials were again assessed using the same six tools. Results: Initial literacy levels of the patient education materials were higher than recommended standards. Adjustments were made to meet literacy standards. Not all standards were met. Conclusion: Patient education materials should conform as much as possible to recommended literacy standards for optimum understandability. However, not all patient education materials can fully meet all evidence-based literacy standards. Recommendations for evaluating literacy standards when creating or providing previously developed patient education materials are discussed. Extra efforts to achieve acceptable literacy standards are recommended when medically complex educational materials are necessary.
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Shchepotina, Natalia, Viktor Kostiukevych, Inna Asauliuk, Vadym Stasiuk, Tetiana Vozniuk, Svitlana Dmytrenko, and Vadym Adamchuk. "Management of Training Process of Team Sports Athletes During the Competition Period on the Basis of Programming (Football-Based)." Teorìâ ta Metodika Fìzičnogo Vihovannâ 21, no. 2 (June 25, 2021): 142–51. http://dx.doi.org/10.17309/tmfv.2021.2.07.
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The purpose of the study was to experimentally substantiate the effectiveness of organization of structural arrangements of the training process in skilled football players within the limits of the competition period on the basis of programming.
Material and methodology. 18 skilled football players of “Burevisnyk” student team took part in the research. The average age of participants was 19.8 ± 5.8 years and the qualification was category 1. The programme of the competition period of the skilled football players consisted of four blocks: the first one included the types and ratios of the training work, the second one included quantitative indexes of training sessions (non-specific, specific, comprehensive) and games (educational, control, official), and the third one included the ratio of means (general preparatory exercises, special preparatory exercises, developing exercises, competitive exercises) and training loads (aerobic, mixed aerobic and anaerobic, anaerobic alactic, anaerobic glycolytic loads), and the fourth one included preparedness criteria.
Results. We have redistributed training loads of various orientation by taking into account the specifics of competitive loads in skilled football players. Thus, shares of loads of the aerobic and anaerobic glycolytic orientation at the formative stage of the experiment were increased by 53.6 and 3.0 %, respectively, and the loads of the mixed and anaerobic alactic orientation were decreased by 40.0 and 3.4 %, respectively. Positive dynamics of indexes of physical (1.2-2.2 %) and functional (5.4-6.7 %) preparedness and competitive activity (3.6-23.8 %) of skilled football players at the formative phase of the experiment in comparison to the ascertaining phase was evident.
Conclusions. Theoretical and methodical aspects of programming of the training process may be conditioned upon the hierarchical structure, in which smaller programmatic structural arrangements are subordinate to the larger ones; the objectives with respect to the training programmes at every phase of the training macrocycle; general and special principles of athlete training; algorithmicity, i.e. step-by-step planning and correction of managerial influences; proper selection of training means and use of training loads with different focuses in the process of training cycles; use of informational criteria for control at every phase of the training process.
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Hermelin, Jonas, Kristofer Bengtsson, Rogier Woltjer, Jiri Trnka, Mirko Thorstensson, Jenny Pettersson, Erik Prytz, and Carl-Oscar Jonson. "Operationalising resilience for disaster medicine practitioners: capability development through training, simulation and reflection." Cognition, Technology & Work 22, no. 3 (September 12, 2019): 667–83. http://dx.doi.org/10.1007/s10111-019-00587-y.
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Abstract Resilience has in recent decades been introduced as a term describing a new perspective within the domains of disaster management and safety management. Several theoretical interpretations and definitions of the essence of resilience have been proposed, but less work has described how to operationalise resilience and implement the concept within organisations. This case study describes the implementation of a set of general resilience management guidelines for critical infrastructure within a Swedish Regional Medical Command and Control Team. The case study demonstrates how domain-independent guidelines can be contextualised and introduced at an operational level, through a comprehensive capability development programme. It also demonstrates how a set of conceptual and reflective tools consisting of educational, training and exercise sessions of increasing complexity and realism can be used to move from high-level guidelines to practice. The experience from the case study demonstrates the value of combining (1) developmental learning of practitioners’ cognitive skills through resilience-oriented reflection and interaction with dynamic complex open-ended problems; (2) contextualisation of generic guidelines as a basis for operational methodological support in the operational environment; and (3) the use of simulation-based training as part of a capability development programme with increasing complexity and realism across mixed educational, training and exercise sessions. As an actual example of a resilience implementation effort in a disaster medicine management organisation, the study contributes to the body of knowledge regarding how to implement the concept of resilience in operational practice.
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Elenurm, Tiit. "Choosing Collaborative Learning Options for Preparing Innovative Entrepreneurs." European Conference on Innovation and Entrepreneurship 17, no. 1 (September 7, 2022): 206–13. http://dx.doi.org/10.34190/ecie.17.1.379.
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This paper focuses on comparing and choosing online and face-to-face collaborative learning applications for preparing students to innovative entrepreneurship. The main research question is: What are the pluses and minuses of programs with different time frames and combinations of online and face-to-face teamwork for facilitating innovative entrepreneurship and international scaling readiness? Learning concepts based on collaborative learning and improving the international networking readiness of students are presented. Estonian-Finnish business in virtual networks course, online teamwork experience of students that have participated in X-Culture global teams, intensive one semester face-to-face business development projects in the Starter programme and one-week course European and Global Horizons for Start-up Entrepreneurship in the Post-COVID World at the KEDGE Business School are compared. We analyse the pros and cons of these educational practices and give recommendations on how to customise these practices to intended learning outcomes depending on the international mobility possibilities of students. The paper explains how to align collaborative learning options to the entrepreneurial orientations of students, their readiness to launch a new venture and to international scalability potential of their innovative ideas. Limitations of intensive learning by doing programmes for team-based venture development and different ways of international student team creation for collaborative project work are explained. The recent COVID-19 crisis has expanded the need to apply online learning and hybrid learning for collaborative projects. Implications of limited international mobility of students during the pandemic on scalable business idea development are highlighted. The importance of networking knowledge for international entrepreneurship and the role of team projects for other entrepreneurs before starting students' own innovative ventures is explained. Learning in higher education should not be locked to closed e-learning platforms. Online learning can support international entrepreneurial collaboration. The paper also discusses changing trends of collaborative learning to facilitate innovation and green entrepreneurship for regenerative futures in the new normality during the COVID-19 pandemic.
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Ibragimov, Gasangusein. "Project- and research-based learning as a technology for developing master students’ methodological culture development." Education & Self Development 16, no. 3 (September 30, 2021): 310–21. http://dx.doi.org/10.26907/esd.16.3.26.
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In accordance with the requirements of the Federal State Educational Standard of Higher Education ++, the graduates of the master’s programme on “Teacher education” must be ready to solve research problems in their professional field. This implies that the students develop an appropriate methodological culture through their involvement in independent project and research activities. However, the analysis of the current state of practice in training master students in the field of education demonstrates that it is still dominated by teaching technologies that focus on performing and reproduction activities of students, contributing to developing the habit of receiving ready-to-use knowledge. As a result, the contradiction between the objective need for the formation of a methodological culture among students on the one hand, and inadequate development in many students in the field of “Teacher education”, on the other, is aggravated. The research aim was to show and substantiate the didactic conditions for project- and researchbased learning as a technology aimed at the efficient development of master students’ methodological culture. Research methods were theoretical (analysis, synthesis, comparison, generalization and etc.), empirical (educational experiment, testing in order to assess the level of research competence formation), and mathematical methods of data processing. Results: The process of master students' methodological culture development is based on a search for information and implementation of didactic activities and conditions that serve as a motivation tool for students to be a part of research activities. The course on “Methodology and methods of educational research” becomes a platform for methodological culture development among master students on the “Teacher education” programme. The efficiency of students’ methodological culture development is increased if: (a) the structure and content of their methodological culture are designed on the basis of convergence of conventional and research-based approaches and (b) the project-and research-based teaching technology is implemented through a short-term (limited by the course duration) projects and a number of variable components (a combination of individual and team forms of independent activities),“inverted” or “blended” learning techniques; interdisciplinary, problematic and interactive training; reflection at the end of each class; exams in the form of a project defense, etc.). Impact: The results will be useful for development of educational and methodological support for research-oriented teaching in the process of theoretical and practical training of future bachelors, masters, graduate students, as well as in the system of additional and vocational education.
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Netshimbupfe, Adivhaho Frene, Mohame Almojtba Hamid Ali Abdalla, Binnur Demir Erdem, Youssef Kassem, and Huseyin Camur. "Solid Work simulation as a virtual laboratory concept for supporting student learning of mechanical engineering." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 3 (December 1, 2020): 53–60. http://dx.doi.org/10.18844/prosoc.v7i3.5233.
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Solid Works is a complete 3D CAD design solution, providing the product design team with all the mechanical designs, verifications, motion simulations, data management and communication tools that they need. This article presents an example of the design and analysis of the Savonius rotor blade to generate 10kW power output in the field of Mechanical Engineering (ME) using the Solid Work package (SW-P). The study was structured as an educational design experiment, which used the SW-P in teaching some ME courses in the ME degree programme at Near East University. An experiment of two equivalent groups was designed, one of the groups was the experimental group and the other was the control group; each of them consisted of five students. The same project was given to the first (the experimental group) and second (the control group) groups using SW-P and the traditional method: textbook-based numerical methods, respectively. The SW-P proved to be an efficient method for supporting the students’ ability to improve and understand the concept of some selected courses. The results show that students used SW-P to demonstrate a deeper learning and understanding of the course compared to the traditional method.
Keywords: Educational design experiment, educational technology, mechanical engineering, Solid Work package.
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Pichel, Jaro, Barend Last, Julie De Ronde, Alicja Garbaciak, Henrietta Hazen, and Stefan Jongen. "Information-Wise." Journal of Information Literacy 15, no. 1 (January 11, 2021): 105. http://dx.doi.org/10.11645/15.1.2845.
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At Maastricht University (UM), the importance of information literacy (IL) is widely recognised – students require structured support in dealing independently with (academic) information, and encouragement to develop creative and critical approaches when faced with complex questions and sources. IL is especially significant in a problem-based learning (PBL) environment such as that offered by UM, which advocates a constructive, contextual, collaborative, and self-directed approach toward learning and knowledge creation.
The project Information-Wise launched in February 2019 and resulted in an evidence-informed IL programme for bachelor students. The ADDIE model (analysis, design, development, implementation, evaluation) was adopted to organise the development process of the programme. The analysis phase was conducted by gathering qualitative and quantitative evidence. Two literature reviews and a university-wide survey with responses from over 600 bachelor students and about 100 staff teachers resulted in recommendations for an IL programme at UM. The design phase consisted of the development of an IL framework that embraces the PBL vision of UM. The framework consists of four dimensions: 1) Resource Discovery, 2) Critical Assessment, 3) Organising Information, 4) Creation & Communication. In order to translate the conceptual research outcomes and framework dimensions into educational practices, the project team created a developmental rubric with intended learning outcomes (ILOs). In the development phase, a five-step piloting approach was used to design teaching activities and assessments that support students in achieving these rubric ILOs. The constructive alignment approach helped to align these activities with the content of the subject courses in which these pilots took place. Part of the IL programme is an online curriculum consisting of generic and discipline-specific online modules. For the implementation phase, this report presents Do’s, Don’ts, and Don’t knows, which outline the future integration of the IL programme into faculty curricula. The evaluation phase still has to be done.
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Burmester, G. R., J. M. Alvaro-Gracia, N. Betteridge, J. Calvo, B. Combe, P. Durez, R. J. O. Ferreira, et al. "THU0579 “EVOLVING THE MANAGEMENT OF RA” PROGRAMME: EDUCATIONAL TOOLS TO SUPPORT DAILY PRACTICE." Annals of the Rheumatic Diseases 79, Suppl 1 (June 2020): 531.1–531. http://dx.doi.org/10.1136/annrheumdis-2020-eular.1219.
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Background:The eRA (evolving the management of RA) programme was initiated in Europe to provide practical educational tools that address unmet needs in the management of rheumatoid arthritis (RA). Several eRA tools – covering early access to care, management of comorbidities, treat-to-target strategies, and patient empowerment – are available to the rheumatology community. Through ongoing activities, the eRA Steering Committee (SC) identified a need for tools on non-pharmacological management of RA.Objectives:To improve accessibility to eRA tools for rheumatology professionals; to review the evidence base of non-pharmacological interventions to create new eRA resources that may support management decisions.Methods:A web platform providing information on eRA programme and tools was developed in 2019. The platform collects survey-based metrics to quantify perception of eRA and use of eRA tools in clinical practice. Platform and tools are translated to further support access and use across Europe.To address unmet needs in non-pharmacological patient management, the eRA SC reviewed the core literature on agreed priority interventions, including physical activity, diet, patient education and self-management, psychosocial interventions, occupational therapy and orthotics, hand exercises, and hydrotherapy/balneotherapy. Available evidence for each intervention was assessed and graded according to the Oxford Centre for Evidence-based Medicine Levels of Evidence.Results:The eRA web platform is now live in 3 countries (www.evolvingthemanagementofRA.com), hosting translated copies of the eRA tools, with additional countries launching throughout 2020.From a review of core literature on non-pharmacological interventions, the eRA SC determined that strong evidence exists to support use of physical activity, patient education and self-management, psychosocial interventions, and occupational therapy and orthotics. Evidence was lacking or conflicting for diet and nutrition, hand exercises, and balneotherapy/hydrotherapy. A set of educational slides was produced by the eRA SC to summarise the evidence (Fig. 1) and provide top-line guidance on use of interventions in practice that should engage relevant members of the multi-disciplinary team. These slides are available through eRA dissemination activities.Conclusion:The eRA programme content is now freely available to health care professionals in several countries on a web platform, supported by translations of the eRA tools. An additional slide set on non-pharmacological management serves to further increase the practical guidance of this programme’s educational offering.Acknowledgments:The eRA programme is funded by Sanofi Genzyme. Programme direction and content creation are driven by an independent Steering CommitteeDisclosure of Interests:Gerd Rüdiger Burmester Consultant of: AbbVie Inc, Eli Lilly, Gilead, Janssen, Merck, Roche, Pfizer, and UCB Pharma, Speakers bureau: AbbVie Inc, Eli Lilly, Gilead, Janssen, Merck, Roche, Pfizer, and UCB Pharma, Jose-Maria Alvaro-Gracia Grant/research support from: Abbvie, Elli-Lilly, MSD, Novartis, Pfizer, Consultant of: Abbvie, BMS, Janssen-Cilag, Elli-Lilly, MSD, Novartis, Pfizer, Sanofi, Tigenix, Roche, UCB, Paid instructor for: Elli-Lilly, Pfizer, Roche, Speakers bureau: Abbvie, BMS, Janssen-Cilag, Elli-Lilly, Gedeon Richter, MSD, Novartis, Pfizer, Sanofi, Tigenix, Roche, UCB, Neil Betteridge Consultant of: Amgen, Eli Lilly and Company, Grunenthal, GSK, Sanofi Genzyme, Jaime Calvo Grant/research support from: Lilly, UCB, Consultant of: Abbvie, Jansen, Celgene, Bernard Combe Grant/research support from: Novartis, Pfizer, Roche-Chugai, Consultant of: AbbVie; Gilead Sciences, Inc.; Janssen; Eli Lilly and Company; Pfizer; Roche-Chugai; Sanofi, Speakers bureau: Bristol-Myers Squibb; Gilead Sciences, Inc.; Eli Lilly and Company; Merck Sharp & Dohme; Pfizer; Roche-Chugai; UCB, Patrick Durez Speakers bureau: AbbVie, Bristol-Myers Squibb, Celltrion, Eli Lilly, Pfizer, Sanofi, Ricardo J. O. Ferreira Grant/research support from: Abbvie, Consultant of: Sanofi Genzyme, Amgen, MSD, Paid instructor for: UCB, Bruno Fautrel Grant/research support from: AbbVie, Lilly, MSD, Pfizer, Consultant of: AbbVie, Biogen, BMS, Boehringer Ingelheim, Celgene, Lilly, Janssen, Medac MSD France, Nordic Pharma, Novartis, Pfizer, Roche, Sanofi Aventis, SOBI and UCB, Annamaria Iagnocco Grant/research support from: Abbvie, MSD and Alfasigma, Consultant of: AbbVie, Abiogen, Alfasigma, Biogen, BMS, Celgene, Eli-Lilly, Janssen, MSD, Novartis, Sanofi and Sanofi Genzyme, Speakers bureau: AbbVie, Alfasigma, BMS, Eli-Lilly, Janssen, MSD, Novartis, Sanofi, Carlomaurizio Montecucco: None declared, Mikkel Ǿstergaard Grant/research support from: AbbVie, Bristol-Myers Squibb, Celgene, Merck, and Novartis, Consultant of: AbbVie, Bristol-Myers Squibb, Boehringer Ingelheim, Celgene, Eli Lilly, Hospira, Janssen, Merck, Novartis, Novo Nordisk, Orion, Pfizer, Regeneron, Roche, Sandoz, Sanofi, and UCB, Speakers bureau: AbbVie, Bristol-Myers Squibb, Boehringer Ingelheim, Celgene, Eli Lilly, Hospira, Janssen, Merck, Novartis, Novo Nordisk, Orion, Pfizer, Regeneron, Roche, Sandoz, Sanofi, and UCB, Sofia Ramiro Grant/research support from: MSD, Consultant of: Abbvie, Lilly, Novartis, Sanofi Genzyme, Speakers bureau: Lilly, MSD, Novartis, Andrea Rubbert-Roth Consultant of: Abbvie, BMS, Chugai, Pfizer, Roche, Janssen, Lilly, Sanofi, Amgen, Novartis, Tanja Stamm Grant/research support from: AbbVie, Roche, Consultant of: AbbVie, Sanofi Genzyme, Speakers bureau: AbbVie, Roche, Sanofi, Zoltán Szekanecz Grant/research support from: Pfizer, UCB, Consultant of: Sanofi, MSD, Abbvie, Pfizer, Roche, Novertis, Lilly, Gedeon Richter, Amgen, Peter C. Taylor Grant/research support from: Celgene, Eli Lilly and Company, Galapagos, and Gilead, Consultant of: AbbVie, Biogen, Eli Lilly and Company, Fresenius, Galapagos, Gilead, GlaxoSmithKline, Janssen, Nordic Pharma, Pfizer Roche, and UCB, Mart van de Laar Consultant of: Sanofi Genzyme, Speakers bureau: Sanofi Genzyme
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Zakharova, I. G., M. S. Vorobeva, and Yu V. Boganyuk. "Support of individual educational trajectories based on the concept of explainable artificial intelligence." Education and science journal 24, no. 1 (January 18, 2022): 163–90. http://dx.doi.org/10.17853/1994-5639-2022-1-163-190.
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Introduction. Professional education in the context of individual educational trajectories (IET) meets the needs of both students themselves and the labour market due to the relevance of the content, flexibility of the educational process and learning technologies. However, in the context of digitalisation, IET support, including their planning and subsequent management of learning, entails the emergence of new requirements for information, analytical and methodological support of information systems designed to manage the educational process of the university. The problem of this study is determined by the contradiction between the intensive growth (natural for digitalisation) in the volume and variety of types of collected data, which can and should be used to support IET. In addition, there is also a lack of adequate analytical tools in educational information management systems.Aim. The present research aimed to study and test the digitalisation methodology for IET support, based on the application of the concept of explainable artificial intelligence for analysing student digital footprint data, the content of documents regulating the educational process, as well as labour market demands.Research methodology and methods. As a theoretical basis for the study, the authors relied on the principles of explainable artificial intelligence and their application to the interpretation of data from the educational process and the prediction of educational outcomes. The methods of intellectual analysis of texts in natural language were employed for preliminary processing of source documents. To predict educational outcomes, the authors used clustering, classification and regression models created through applying machine learning methods.Results. The authors developed and studied predictive models with the subsequent formation of recommendations for the tasks of choosing an educational programme by applicants, choosing an elective discipline, forming a team for a group project and employment in accordance with professional competencies. The developed computer program automatically generates objective and explainable recommendations based on expert knowledge and predicting results. The algorithm for constructing recommendations is divided into stages and provides for variability in decision making.Scientific novelty. The authors proposed a methodology for digital support of IET, corresponding to the principles of explainable artificial intelligence, i.e. machine learning models predict educational outcomes, and a special algorithm automatically generates personalised recommendations based on the results of the analysis of data on the educational process. The developed approach confirmed its effectiveness in testing on the example of bachelor’s and master’s degree programmes in the field of computer science, information technology and information security.Practical significance. A preliminary analysis of significant volumes of initial data made it possible to obtain objective information about the data quality, including the content and structure of documents presented in various university information systems. Based on the the oretical results of the research, the authors developed a recommendation system. It included special services for students, teaching staff, tutors, and administrators, providing visual and user-oriented predictive results and recommendations. Testing of services at the Institute of Mathematics and Computer Science of University of Tyumen confirmed the feasibility of developing the functionality of the university information systems in the direction of collecting and analysing data from a student’s digital footprint and the relevance of this analysis results both by subjects of the educational process and by the labour market.
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Nouvet, Elysée, Astrid M. Knoblauch, Ian Passe, Andry Andriamiadanarivo, Manualdo Ravelona, Faniry Ainanomena Ramtariharisoa, Kimmerling Razafimdriana, et al. "Perceptions of drones, digital adherence monitoring technologies and educational videos for tuberculosis control in remote Madagascar: a mixed-method study protocol." BMJ Open 9, no. 5 (May 2019): e028073. http://dx.doi.org/10.1136/bmjopen-2018-028073.
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IntroductionPoor road and communication infrastructure pose major challenges to tuberculosis (TB) control in many regions of the world. TB surveillance and patient support often fall to community health workers (CHWs) who may lack the time or knowledge needed for this work. To meet the End TB Strategy goal of reducing TB incidence by 90% by 2035, the WHO calls for intensified research and innovation including the rapid uptake of new tools, interventions and strategies. Technologies that ‘leapfrog’ infrastructure challenges and support CHWs in TB control responsibilities have the potential to dramatically change TB outcomes in remote regions. Such technologies may strengthen TB control activities within challenged national tuberculosis treatment and control programmes (NTPs), and be adapted to address other public health challenges. The deployment of innovative technologies needs to be differentially adapted to context-specific factors. The Drone Observed Therapy System (DrOTS) project was launched in Madagascar in 2017 and integrates a bundle of innovative technologies including drones, digital adherence monitoring technology and mobile device-based educational videos to support TB control.Methods and analysisThis mixed-methods study gathers and analyses cultural perceptions of the DrOTS project among key stakeholders: patients, community members, CHWs, village chiefs and NTP–DrOTS mobile health teams. Data from questionnaires, semistructured interviews, focus group discussions (FGD) and ethnographic observation gathered from June 2018 to June 2019 are thematically analysed and compared to identify patterns and singularities in how DrOTS stakeholders perceive and interact with DrOTS technologies, its enrolment processes, objectives and team.Ethics and disseminationEthics approval was obtained from the National Bioethics Research Committee of Madagascar and Stony Brook University institutional review board. Study results will be submitted for peer-reviewed publication. In Madagascar, results will be presented in person to Ministry and other Malagasy decision-makers through the Institut Pasteur de Madagascar.Patient and public involvementThis study is designed to foreground the voices of patients and potential patients in the DrOTS programme. CHW participants in this study also supported the design of study information sessions and recruitment strategies. One member of the mobile health team provided detailed input on the wording and content of FGD and interview guides. Study findings will be presented via a report in French and Malagasy to CHW, mobile health team and other village-level participants who have email/internet access.
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van Kraayenoord, Christina E., David Waterworth, and Trish Brady. "Responding to Individual Differences in Inclusive Classrooms in Australia." Journal of International Special Needs Education 17, no. 2 (November 1, 2014): 48–59. http://dx.doi.org/10.9782/2159-4341-17.2.48.
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Abstract Responding to individual differences in classrooms in which there is increasing diversity is one of the challenges of inclusive education in Australia. The linking of Universal Design for Learning (UDL) and assistive technologies (ATs) is one way in which this challenge can be addressed. This article describes an initiative, known as Planning for All Learners (PAL) of Independent Schools Queensland, in the state of Queensland, Australia. The PAL programme provides professional learning about UDL and ATs through workshops and ongoing support from the professional learning team. Based on the knowledge gained through the professional learning, the schools and teachers participating in the PAL programme develop year-long school- and/or classroom-based projects that involve the planning, design and implementation of units of work and lessons based on the integration of the principles of UDL and ATs. The professional learning and support offered as part of PAL is outlined, before case studies of two schools that participated in 2011 and 2012 respectively are provided. The case studies describe the literacy-related projects guided by the principles of UDL and using ATs that involved students with learning difficulties and disabilities in their inclusive classrooms. We also report on the factors that influenced the uptake and implementation of UDL and ATs. Finally we provide recommendations for educational authorities and school administrators related to professional learning and in-school projects that aim to improve the knowledge and skills of teachers and the learning of all students by employing the principles of UDL and ATs.
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Obraztsov, Pavel I., and Elena Yu Marchenko. "Formation of future teachers’ intercultural tolerance through digital learning resource at professional education institutions." Perspectives of Science and Education 57, no. 3 (July 1, 2022): 174–90. http://dx.doi.org/10.32744/pse.2022.3.10.
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Introduction. The worldwide globalisation processes lead to academic mobility of students, which is expressed in the possibility of entering any educational institutions, including those located abroad. As a consequence, educational institutions are developing a special intercultural learning environment, where peaceful coexistence is largely determined by the presence of such quality as intercultural tolerance. This quality is especially important for students of pedagogical specialties since the quality of educational process and the psychological climate within the involved learners’ team will depend on them. Therefore the problem of formation of intercultural tolerance comes to the fore. Materials and methods. The research involved 81 pedagogical-profile students of the 1st-4th years of study at the State budget-funded educational institution of secondary vocational education of Kaluga region “A.P. Churilin Kirov Industrial and Pedagogical College”. The teaching at experimental groups involved the use of specially developed technology for foreign-language teaching and the digital educational resource. The control groups worked under a teaching technology described in the programme for the discipline “Foreign language”. In order to assess the level of formation of intercultural tolerance, A. Kyveralg’s method was used, which allows the researcher to evaluate the general level of formation of the explored phenomenon proceeding from each component’s indicators. The mathematical and statistical processing of the results was carried out using Pearson’s chi-squared test (χ2). Results. A number of statistically significant differences were revealed in the distribution between the control and experimental groups under the following indicators: motivational χ2=16.98 and χ2=31.369), cognitive (χ2=21.123 and χ2=38.956), activity-based (χ2=12.588 and χ2=8.75) and reflexive (χ2=7.892 and χ2=7.317). Conclusion. The diagnostic indicators made it possible to conclude that the students in the experimental groups used the methods of intercultural interaction that are based on the knowledge of cultural diversity of educational process participants, the ability to apply different interaction methods from the positions of the explored phenomenon, to seek ways out of conflict situations independently, to plan educational and professional activities.
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Leff, Julian. "Can We Manage Without the Mental Hospital?" Australian & New Zealand Journal of Psychiatry 35, no. 4 (August 2001): 421–27. http://dx.doi.org/10.1046/j.1440-1614.2001.00887.x.
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Objectives: Many developed countries, having invested massively in psychiatric hospitals in the past 150 years, are in the process of dismantling them. The central question is whether this change in the location of care from the psychiatric hospital to district-based services has benefited the patients. The objectives of this review are to examine the evidence on which an answer to the above question might be based. Method: Much of the relevant research comes from the 13-year programme of the Team for the Assessment of Psychiatric Services conducted in London, but other research will be reviewed as appropriate. Results and conclusions: Long-stay, non-demented patients, including the elderly, enjoy a better quality of life in the community homes compared with the psychiatric hospitals. Public attitudes constitute an obstacle to social integration into the healthy community, but can be ameliorated with local educational programmes. The provision of work has been unsatisfactory, but the development of social firms holds some promise. Patients with dementia receive better care in community nursing homes compared with hospital wards, according to their relatives' opinions, backed up by observational studies. The part of the service which is most unsatisfactory is the admission facilities. This is due to a variety of causes, including a failure to plan for the admission needs of discharged long-stay patients, the virtual absence of rehabilitation units in the community and an inadequate provision of a range of sheltered accommodation. However, these problems could be resolved with adequate investment in innovative facilities.
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Jackson-Hollis, Vicki. "Qualitative research with primary school-aged children: ethical and practical considerations of evaluating a safeguarding programme in schools." Journal of Children's Services 14, no. 3 (September 5, 2019): 194–204. http://dx.doi.org/10.1108/jcs-01-2019-0005.
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Purpose The purpose of this paper is to explore some of the ethical and practical challenges of working with primary school-aged children to conduct qualitative service evaluations regarding sensitive safeguarding topics. Design/methodology/approach The paper centres on the author’s learnings from conducting school-based, task-assisted focus groups with 5–11 year olds. The reflections are drawn from notes made during fieldwork, debrief discussions with evaluation colleagues and wider team debates. This was a consultative participatory evaluation and the findings are situated within the wider literature around rights-based approaches to research. Findings Using multi-method and creative approaches can facilitate young children to assent and dissent from service evaluation in a school setting. However, the challenges of helping children understand confidentiality are highlighted, as is the challenge for researchers in recognising and responding in situ to disclosures. Using suitable and creative activities, this evaluation demonstrates that primary school children can contribute meaningful data to assist with service development. However, the approach to collecting these data from the youngest children needs careful consideration. Practical implications Researchers may need to adopt full participatory methods to better help children understand the confidentiality bounds of research and to form views on the subject matter. More discussion is needed in the wider safeguarding research literature to show how researchers have navigated the challenges of handling disclosures. Originality/value This paper contributes to the literature by providing examples of how to overcome issues of children’s participation, consent and protection in service evaluation focussed on a sensitive topic.
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Symeou, Loizos, and Yiasemina Karagiorgi. "Culturally aware but not yet ready to teach the “others”." Journal for Multicultural Education 12, no. 4 (November 12, 2018): 314–29. http://dx.doi.org/10.1108/jme-02-2017-0012.
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Purpose In this paper, the authors focus on a professional development programme in Cyprus aiming to enhance teachers’ intercultural understanding, awareness and competencies. This paper aims to focus on trainers’ and teacher trainees’ reflections upon a teacher professional development programme in the primary school in Cyprus with the largest number of Roma children. Design/methodology/approach The training was provided by a small team of six trainers. Immediately after each training session, each trainer participated in an interview, while three of the trainers participated also in a focus-group interview at the end of the training. The trainers’ data were complemented by semi-structured interviews with a number of trainees either before or after the training. All interviews were transcribed, while interview questions comprised the framework for the qualitative analysis. The findings are presented by means of content analysis which formed the basis for emerging themes. Findings The authors claim that trainee teachers appeared culturally aware and sensitive, as well as knowledgeable about intercultural education; furthermore, they seemed to implement different teaching methodologies and curriculum interventions to support Roma children’s inclusion in the local school community. At the same time, they seemed to adopt instrumental approaches towards the content and purpose of the programme, seeking explicit instructional guidelines, plans and heuristics to deal with Roma inclusion. Considering the mis-recognition of teachers’ efforts by stakeholders outside the school and the expectations of the educational authorities – voiced via their school inspectors – teachers desperately asserted the need for tangible strategies to help them cope with difference in their classrooms. Research limitations/implications The authors argue that such professional development programmes should aim at facing, deconstructing and bringing to the fore prejudices and discrimination against the Other/s by valuing teachers, first, as reflective individuals and, second, as professionals with their own cultural backgrounds and identities, on which any training programme, of the kind presented in this paper, could start from and build on. Practical implications Even though there is no tailored magic recipe to make teachers’ daily professional enterprise in multicultural settings easy, to help teachers master the necessary knowledge, skills and confidence, the authors suggest that training should be directly linked to classroom practice and acknowledge stress and helplessness that accompany work in multicultural school settings. Social implications The inclusion strategy in many educational systems needs to become more comprehensive to cope with varying sources of social exclusion, faced by vulnerable groups of a different cultural background, such as Roma. Teacher training thus needs to meet the challenges of working in a diverse and multicultural environment in general and with Roma children in particular. In view of the multicultural character of local societies, a more critically oriented humanistic education is needed based on tolerance and understanding. Originality/value The limited participation of Roma in the school system could be related to teachers’ (mis)conceptions about the Roma culture and that the widely different ways in which Roma relate to schooling are often disregarded by the school.
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Bridges, Jackie, Ruth M. Pickering, Hannah Barker, Rosemary Chable, Alison Fuller, Lisa Gould, Paula Libberton, et al. "Implementing the Creating Learning Environments for Compassionate Care (CLECC) programme in acute hospital settings: a pilot RCT and feasibility study." Health Services and Delivery Research 6, no. 33 (September 2018): 1–166. http://dx.doi.org/10.3310/hsdr06330.
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BackgroundConcerns about the degree of compassion in health care have become a focus for national and international attention. However, existing research on compassionate care interventions provides scant evidence of effectiveness or the contexts in which effectiveness is achievable.ObjectivesTo assess the feasibility of implementing the Creating Learning Environments for Compassionate Care (CLECC) programme in acute hospital settings and to evaluate its impact on patient care.DesignPilot cluster randomised trial (CRT) and associated process and economic evaluations.SettingSix inpatient ward nursing teams (clusters) in two English NHS hospitals randomised to intervention (n = 4) or control (n = 2).ParticipantsPatients (n = 639), staff (n = 211) and visitors (n = 188).InterventionCLECC is a workplace educational intervention focused on developing sustainable leadership and work team practices (dialogue, reflective learning, mutual support) theorised to support the delivery of compassionate care. The control setting involved no planned staff team-based educational activity.Main outcome measuresQuality of Interaction Schedule (QuIS) for staff–patient interactions, patient-reported evaluations of emotional care in hospital (PEECH) and nurse-reported empathy (as assessed via the Jefferson Scale of Empathy).Data sourcesStructured observations of staff–patient interactions; patient, visitor and staff questionnaires and qualitative interviews; and qualitative observations of CLECC activities.ResultsThe pilot CRT proceeded as planned and randomisation was acceptable to teams. There was evidence of potential contamination between wards in the same hospital. QuIS performed well, achieving a 93% recruitment rate, with 25% of the patient sample cognitively impaired. At follow-up there were more positive (78% vs. 74%) and fewer negative (8% vs. 11%) QuIS ratings for intervention wards than for control wards. In total, 63% of intervention ward patients achieved the lowest possible (i.e. more negative) scores on the PEECH connection subscale, compared with 79% of control group patients. These differences, although supported by the qualitative findings, are not statistically significant. No statistically significant differences in nursing empathy were observed, although response rates to staff questionnaire were low (36%). Process evaluation: the CLECC intervention is feasible to implement in practice with medical and surgical nursing teams in acute care hospitals. Strong evidence of good staff participation was found in some CLECC activities and staff reported benefits throughout its introductory period and beyond. Further impact and sustainability were limited by the focus on changing ward team behaviours rather than wider system restructuring. Economic evaluation: the costs associated with using CLECC were identified and it is recommend that an impact inventory be used in any future study.LimitationsFindings are not generalisable outside hospital nursing teams, and this feasibility work is not powered to detect differences attributable to the CLECC intervention.ConclusionsUse of the experimental methods is feasible. The use of structured observation of staff–patient interaction quality is a promising primary outcome that is inclusive of patient groups often excluded from research, but further validation is required. Further development of the CLECC intervention should focus on ensuring that it is adequately supported by resources, norms and relationships in the wider system by, for instance, improving the cognitive participation of senior nurse managers. Funding is being sought for a more definitive evaluation.Trial registrationCurrent Controlled Trials ISRCTN16789770.FundingThis project was funded by the National Institute for Health Research (NIHR) Health Services and Delivery Research programme and will be published in full inHealth Services and Delivery Research; Vol. 6, No. 33. See the NIHR Journals Library website for further project information. The systematic review reported inChapter 2was funded by the NIHR Collaboration for Leadership in Applied Health Research and Care Wessex, the University of Örebro and the Karolinska Institutet.
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Umar, Maimuna Rabo. "RELATIONSHIP BETWEEN PARENTAL OCCUPATION, HOME ENVIRONMENT AND ACADEMIC PERFORMANCE OF PUBLIC SENIOR SECONDARY SCHOOL STUDENTS IN SOKOTO STATE, NIGERIA." Sokoto Educational Review 17, no. 2 (December 29, 2017): 13. http://dx.doi.org/10.35386/ser.v17i2.34.
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This paper discussed the relationship between parental background support in relation to occupation, home environment and students’ academic performance. The research design adopted for this study was correlation research design. The study was based on Conflict theory, which sees the purpose of education as a means of maintaining social inequality and preserving the power of those who dominate the society. The study was carried out using questionnaire, achievement test and focus group discussions, the questionnaire was researcher designed and it was based on closed ended questions with options of A,B,C,D,E and F, respectively all the instruments were validated by the supervisory team and the reliability was obtained by pilot testing of questionnaire and test-retest for achievement test and arrived at co-efficient alpha 0.83 and 0.81 respectively. The population was also all the public senior secondary school students in Sokoto state. A total number of twelve public senior secondary schools, with three thousand four hundred and twenty eight (3,428) as the population of SS II students, were purposively selected within the six educational zones to represent the total population. Qualitative data collected were analyzed through thematic analysis by coding and transcription, while the quantitative data were analyzed using Pearson Product Moment Correlation Co-efficient. The major findings of the study were: Parental background support in relation to occupation has relationship with student’s academic performance. Parental background support in relation to home environment has relationship with student’s academic performance. The study recommended that: parents that are found to be of lower socio-economic status who can not provide support for the academic activities of their children, should utilize those community development programmes meant for poverty eradication and skill acquisition, such as National Poverty Eradication Programme (NAPEP), family support programme, agricultural loan scheme and so on, that will provide financial support and job security. It was also recommended that parents should endeavour to provide required academic support at home such as parental commitment and material support. That is to be fully involved in their children academic activities and to provide study facilities at home, which include teaching and learning materials. This will enhance good academic performance.
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Fouilloux, Virginie, Célia Gran, Christophe Guervilly, Jean Breaud, Fedoua El Louali, and Pierre Rostini. "Impact of education and training course for ECMO patients based on high-fidelity simulation: a pilot study dedicated to ICU nurses." Perfusion 34, no. 1 (July 17, 2018): 29–34. http://dx.doi.org/10.1177/0267659118789824.
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Introduction: Medical and para-medical education is one of the key points of healthcare strategy. Training and education based on high-fidelity simulation is one of the gold standards in modern healthcare institutions. We describe a model of training dedicated to ICU nurses in charge of patients with ECMO. The aim of our educational tool was to teach ICU nurses ECMO basic knowledge and skills. Methods: An ECMO Specialist Course Committee implemented the training programme. It was on two consecutive days and consisted of theoretical, practical and high-fidelity, simulation-based teaching. A content expert implemented each scenario and learning objectives were defined. Participants were assessed pre- and post-test (Group 1 and Group 2). Results: In two years, seven sessions took place and 40 volunteers were enrolled. High-fidelity, simulation-based teaching consisted of seven scenarios. There was a significant improvement in mean score between pre- and post-test. Moreover, we noticed that the basic level (pre-test) of participants was improving over the time. The mean pre-test scores of Group 2 were significantly higher than Group1. Conclusion: The implementation of education and training course for ICU nurses in charge of patients on ECMO is feasible and reliable. It improves nurse personal levels, but also shares in improving the global level of the team to which they belong.
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Murray, Elizabeth, Jamie Ross, Kingshuk Pal, Jinshuo Li, Charlotte Dack, Fiona Stevenson, Michael Sweeting, et al. "A web-based self-management programme for people with type 2 diabetes: the HeLP-Diabetes research programme including RCT." Programme Grants for Applied Research 6, no. 5 (September 2018): 1–242. http://dx.doi.org/10.3310/pgfar06050.
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Background In the UK, 6% of the UK population have diabetes mellitus, 90% of whom have type 2 diabetes mellitus (T2DM). Diabetes mellitus accounts for 10% of NHS expenditure (£14B annually). Good self-management may improve health outcomes. NHS policy is to refer all people with T2DM to structured education, on diagnosis, to improve their self-management skills, with annual reinforcement thereafter. However, uptake remains low (5.6% in 2014–15). Almost all structured education is group based, which may not suit people who work, who have family or other caring commitments or who simply do not like group-based formats. Moreover, patient needs vary with time and a single education session at diagnosis is unlikely to meet these evolving needs. A web-based programme may increase uptake. Objectives Our aim was to develop, evaluate and implement a web-based self-management programme for people with T2DM at any stage of their illness journey, with the goal of improving access to, and uptake of, self-management support, thereby improving health outcomes in a cost-effective manner. Specific objectives were to (1) develop an evidence-based theoretically informed programme that was acceptable to patients and health-care professionals (HCPs) and that could be readily implemented within routine NHS care, (2) determine the clinical effectiveness and cost-effectiveness of the programme compared with usual care and (3) determine how best to integrate the programme into routine care. Design There were five linked work packages (WPs). WP A determined patient requirements and WP B determined HCP requirements for the self-management programme. WP C developed and user-tested the Healthy Living for People with type 2 Diabetes (HeLP-Diabetes) programme. WP D was an individually randomised controlled trial in primary care with a health economic analysis. WP E used a mixed-methods and case-study design to study the potential for implementing the HeLP-Diabetes programme within routine NHS practice. Setting English primary care. Participants People with T2DM (WPs A, D and E) or HCPs caring for people with T2DM (WPs B, C and E). Intervention The HeLP-Diabetes programme; an evidence-based theoretically informed web-based self-management programme for people with T2DM at all stages of their illness journey, developed using participatory design principles. Main outcome measures WPs A and B provided data on user ‘wants and needs’, including factors that would improve the uptake and accessibility of the HeLP-Diabetes programme. The outcome for WP C was the HeLP-Diabetes programme itself. The trial (WP D) had two outcomes measures: glycated haemoglobin (HbA1c) level and diabetes mellitus-related distress, as measured with the Problem Areas in Diabetes (PAID) scale. The implementation outcomes (WP E) were the adoption and uptake at clinical commissioning group, general practice and patient levels and the identification of key barriers and facilitators. Results Data from WPs A and B supported our holistic approach and addressed all areas of self-management (medical, emotional and role management). HCPs voiced concerns about linkage with the electronic medical records (EMRs) and supporting patients to use the programme. The HeLP-Diabetes programme was developed and user-tested in WP C. The trial (WP D) recruited to target (n = 374), achieved follow-up rates of over 80% and the intention-to-treat analysis showed that there was an additional improvement in HbA1c levels at 12 months in the intervention group [mean difference –0.24%, 95% confidence interval (CI) –0.44% to –0.049%]. There was no difference in overall PAID score levels (mean difference –1.5 points, 95% CI –3.9 to 0.9 points). The within-trial health economic analysis found that incremental costs were lower in the intervention group than in the control group (mean difference –£111, 95% CI –£384 to £136) and the quality-adjusted life-years (QALYs) were higher (mean difference 0.02 QALYs, 95% CI 0.000 to 0.044 QALYs), meaning that the HeLP-Diabetes programme group dominated the control group. In WP E, we found that the HeLP-Diabetes programme could be successfully implemented in primary care. General practices that supported people in registering for the HeLP-Diabetes programme had better uptake and registered patients from a wider demographic than those relying on patient self-registration. Some HCPs were reluctant to do this, as they did not see it as part of their professional role. Limitations We were unable to link the HeLP-Diabetes programme with the EMRs or to determine the effects of the HeLP-Diabetes programme on users in the implementation study. Conclusions The HeLP-Diabetes programme is an effective self-management support programme that is implementable in primary care. Future work The HeLP-Diabetes research team will explore the following in future work: research to determine how to improve patient uptake of self-management support; develop and evaluate a structured digital educational pathway for newly diagnosed people; develop and evaluate a digital T2DM prevention programme; and the national implementation of the HeLP-Diabetes programme. Trial registration Research Ethics Committee reference number 10/H0722/86 for WPs A–C; Research Ethics Committee reference number 12/LO/1571 and UK Clinical Research Network/National Institute for Health Research (NIHR) Portfolio 13563 for WP D; and Research Ethics Committee 13/EM/0033 for WP E. In addition, for WP D, the study was registered with the International Standard Randomised Controlled Trial Register as reference number ISRCTN02123133. Funding details This project was funded by the NIHR Programme Grants for Applied Research programme and will be published in full in Programme Grants for Applied Research; Vol. 6, No. 5. See the NIHR Journals Library website for further project information.
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Yates, Amanda, Maibritt Pedersen Pedersen Zari, Sibyl Bloomfield, Andrew Burgess, Charles Walker, Kathy Waghorn, Priscila Besen, Nick Sargent, and Fleur Palmer. "A Transformative Architectural Pedagogy and Tool for a Time of Converging Crises." Urban Science 7, no. 1 (December 20, 2022): 1. http://dx.doi.org/10.3390/urbansci7010001.
Full textAbstract:
The institutional frameworks within which we conceive, design, construct, inhabit and manage our built environments are widely acknowledged to be key factors contributing to converging ecological crises: climate change, biodiversity loss, environmental degradation, and social inequity at a global scale. Yet, our ability to respond to these emergencies remains largely circumscribed by educational and professional agendas inherited from 20th-century Western paradigms. As the crises intensify, there is a compelling case for radical change in the educational and professional structures of the built environment disciplines. This paper presents a work-in-progress examination of an emergent architecture programme at Te Wānanga Aronui O Tāmaki Makau Rau/Auckland University of Technology (AUT), Aotearoa New Zealand. The program is within Huri Te Ao/the School of Future Environments, a transdisciplinary entity formed in 2020 to integrate research and teaching across Architecture, Built Environment Engineering, and Creative Technologies. The school itself is conceived as a collaborative project to co-create an outward-facing civic research platform for sharing ecologically positive design thinking across diverse communities of practice. The programme foregrounds mātauranga Māori (Indigenous ways of knowing), transdisciplinary systems, and regenerative design as regional place-oriented contributions to planetary-scaled transformation. We illustrate and evaluate a specific curriculum change tool, the Living Systems Wellbeing (LSW) Compass. Grounded in Te Ao Māori (Māori cosmology and context), the Compass offers a graphic means for students to navigate and integrate ecological relationships at different scales and levels of complexity, as well as affords insights into alternative foundational narratives, positive values, design strategies, and professional practices. This paper identifies four foundational factors for transformative pedagogies. The first factor is the value of a collectively held and clearly articulated vision and focus. The second factor is the capacity and commitment of an academic team that supports and values the vision. Thirdly, the vision needs to meet and acknowledge place-specific knowledges and values. Finally, the pedagogy should have an action research component founded in real-world interactions. While this research-based pedagogy is place-based and specific, we argue that these four factors are transferable to other learning institutions and can support critical pedagogies for social, cultural, and ecological wellbeing.
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Salehi, Mousa, S. M. Kimiagar, M. Shahbazi, Y. Mehrabi, and A. A. Kolahi. "Assessing the impact of nutrition education on growth indices of Iranian nomadic children: an application of a modified beliefs, attitudes, subjective-norms and enabling-factors model." British Journal of Nutrition 91, no. 5 (May 2004): 779–87. http://dx.doi.org/10.1079/bjn20041099.
Full textAbstract:
In order to teach suitable feeding and hygiene practices to a group of randomly selected Qashqa'i tribe families with 406 children aged 0–59 months, a culturally appropriate community-based education intervention approach was used. To assess the impact of the intervention on the study group, another group of families with 405 children were randomly selected to serve as the controls. At the beginning of the intervention programme both groups of children had access to a similar diet, consisting of cereals, beans, oil, sugar, milk and yoghurt. Baseline data, age, gender, weight, height and mean arm circumference (MAC), were obtained before the intervention. Using Hubley's behavioural change model, the components of which deal with beliefs, attitudes, subjective norms and enabling factors, the research team studied the behaviour of the family members and tried to change their nutritional behaviour. This was achieved by designing a suitable education programme to be carried out for 12 months. During the programme, families were instructed to follow different methods of food preparation and cooking practices. The final data were collected 3 months after the end of the intervention programme. The results indicated that the children in the study group gained: 1·16 (SD 1·2) kg body weight, 0·033 (SD 0·05) m in height, 0·0067 (SD 0·015) m in MAC, 0·8 (SD 1) in weight-for-age Z-score, 0·97 (SD 1·7) in height-for-age Z-score and 0·28 (SD 1·8) in weight-for-height Z-score by the end of the study. The corresponding values for the control group were 0·42 (SD 1·0), 0·0167 (SD 0·047), 0·0017 (SD 0·012), 0·35 (SD 1·1), 0·56 (SD 1·5) and 0·014 (SD 1·6) respectively and the differences were statistically significant (P<0·05). These findings suggest that educational interventions involving parents and/or other family members who might play a role in the care behaviour and care resources are important in feeding the children energy- and protein-enriched, hygienic, simple and cheap foods. Such practices could improve child growth even under conditions of poverty.