Статті в журналах: "TRAINING AND COLLABORATION"

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Lynn, Michael, and Veronica Holmes. "Training collaboration in Australia." APPEA Journal 56, no. 2 (2016): 573. http://dx.doi.org/10.1071/aj15079.

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It is 2020 and the Australian oil and gas industry has experienced unprecedented growth. The transition to steady-state operations has been hugely successful. Australia is now well and truly on the global map for oil and gas, and is regarded as world class. Trades and technical operators are skilled, experienced, and safely delivering their jobs. The Australian collaborative training model has been successfully in place for three years, and operators and contractors are satisfied with its impact. But how did the industry successfully make this happen? Looking back to 2015, there were a number of ad hoc collaborative strategies in place to provide oil and gas related skills in Australia. The economic environment at that time, however, necessitated a new look at the collaborative mechanism for reducing operating costs and realising greater efficiencies on workforce development related activities. In 2015, the Resources Industry Training Council (a joint venture between APPEA and CME) identified workforce development collaboration opportunities, and to articulate the value that could be realised from these opportunities. This project sparked a successful Australian collaborative model for workforce development. A unique FutureNow visioning presentation will be used to bring to life a world in 2020 where workforce development collaboration is intrinsic to Australian operators’ DNA, and why and how it stuck this time round. The value will be clearly identified in terms cost optimisation, building an industry culture of trust, and how this was used as a springboard for other successful collaborative opportunities. FutureNow is a fictional representation of the Australian oil and gas industry in 2020, using storytelling to explain a possible journey and outcome for the operators, service providers, workforce, and training bodies.

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Cutler, David L., William H. Wilson, Sally L. Godard, and David A. Pollack. "Collaboration for training." Administration and Policy in Mental Health 20, no. 6 (July 1993): 449–58. http://dx.doi.org/10.1007/bf00706289.

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Lacey, Penny. "Training for Collaboration." British Journal of In-Service Education 22, no. 1 (January 1996): 67–80. http://dx.doi.org/10.1080/0305763960220107.

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Ghali, Samantha, Mira Goral, and Heba Salama. "Developing a Framework for a Remote, International Research Collaboration Among Graduate Students: Lessons Learned During the COVID-19 Pandemic." Perspectives of the ASHA Special Interest Groups 6, no. 6 (December 17, 2021): 1820–24. http://dx.doi.org/10.1044/2021_persp-21-00159.

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Purpose: This article describes a framework for developing international research collaborations among graduate students. Central to this framework is the utility of institutional and association-based academic mentorship programs in developing collaborative partnerships. We illustrate how the American Speech-Language-Hearing Association's Mentoring Academic Research Careers program served as a vehicle for fostering remote collaboration and provided training experiences for graduate students during the COVID-19 pandemic. Conclusions: This model successfully supported doctoral students in developing an ongoing and sustainable research partnership during a challenging time when in-person networking opportunities were unavailable. This partnership provided a unique pathway for professional development that complemented formal academic training. More broadly, international collaboration experiences such as these provide valuable, skill-based training for all students, such that they are better equipped to serve diverse populations and as members of diverse teams. We offer recommendations for others endeavoring to develop international collaboration initiatives for students paired with mentorship.

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Nugent, Christine R. "Internet Training Through Collaboration." College & Undergraduate Libraries 5, no. 1 (May 7, 1998): 15–26. http://dx.doi.org/10.1300/j106v05n01_02.

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Lamb, Patricia, and Myra Zabec. "USEPA Training Fosters Collaboration." Journal - American Water Works Association 100, no. 5 (May 2008): 38–40. http://dx.doi.org/10.1002/j.1551-8833.2008.tb09631.x.

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Reback, Cathy J., Allan J. Cohen, Thomas E. Freese, and Steven Shoptaw. "Making Collaboration Work: Key Components of Practice/Research Partnerships." Journal of Drug Issues 32, no. 3 (July 2002): 837–48. http://dx.doi.org/10.1177/002204260203200307.

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Drawing on our experiences as researchers and community-based providers, this paper outlines several key components of successful practice/research collaboration: forming equal partnerships, bilateral communication, ensuring nonhierarchical collaborations, and appropriate dissemination of outcomes. Many concrete benefits can result from collaborative research projects, including additional services, program development, and training for service agency staff. Building partnerships takes time and a good amount of planning and negotiation prior to writing proposals. However, these collaborations can result in more effective efforts to solve common problems and reach common goals.

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Benstead, Amy V., Linda C. Hendry, and Mark Stevenson. "Horizontal collaboration in response to modern slavery legislation." International Journal of Operations & Production Management 38, no. 12 (December 3, 2018): 2286–312. http://dx.doi.org/10.1108/ijopm-10-2017-0611.

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Purpose The purpose of this paper is to investigate how horizontal collaboration aids organisations in responding to modern slavery legislation and in gaining a socially sustainable competitive advantage. Design/methodology/approach Action research has been conducted in the textiles and fashion industry and a relational perspective adopted to interpret five collaborative initiatives taken to tackle modern slavery (e.g. joint training and supplier audits). The primary engagement has been with a multi-billion pound turnover company and its collaborations with 35 brands/retailers. A non-government organisation and a trade body have also participated. Findings Successful horizontal collaboration is dependent on both relational capital and effective (formal and informal) governance mechanisms. In collaborating, firms have generated relational rents and reduced costs creating a socially sustainable competitive advantage, as suggested by the relational perspective. Yet, limits to horizontal collaboration also exist. Research limitations/implications The focus is on one industry only, hence there is scope to extend the study to other industries or forms of collaboration taking place across industries. Practical implications Successful horizontal collaborative relationships rely on actors having a similar mindset and being able to decouple the commercial and sustainability agendas, especially when direct competitors are involved. Further, working with non-business actors can facilitate collaboration and provide knowledge and resources important for overcoming the uncertainty that is manifest when responding to new legislation. Social implications Social sustainability improvements aim to enhance ethical trade and benefit vulnerable workers. Originality/value Prior literature has focussed on vertical collaboration with few prior studies of horizontal collaboration, particularly in a socially sustainable supply chain context. Moreover, there has been limited research into modern slavery from a supply chain perspective. Both successful and unsuccessful initiatives are studied, providing insights into (in)effective collaboration.

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Chiang, Kuang-Hsu. "A Typology of Research Training in University—Industry Collaboration." Industry and Higher Education 25, no. 2 (April 2011): 93–107. http://dx.doi.org/10.5367/ihe.2011.0032.

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This paper examines the educational implications of research collaboration between university and industry for the research training of doctoral students. It is concerned with the issues of how research training is constructed in such collaborations and what might be the effects of collaboration on doctoral students' learning. The study adopts a knowledge perspective. Three different dispositions of knowledge are identified: ‘expert’, ‘utilitarian’ and ‘commercialized’. Doctoral students' experiences were examined in relation to two aspects of research training – industrial involvement in supervision and academic freedom – in university–industry collaboration in the field of life sciences. Thirty-five in-depth interviews were carried out at BioCity Turku in Finland with 16 doctoral students, 14 of their supervisors and 5 PhD graduates. Four major types of PhD research collaboration were discovered, characterized as ‘Financial’, ‘Interactive’, ‘Kangaroo’ and ‘Appendant’. The significance of each type is discussed in relation to different knowledge dispositions. Drawing on the research findings, suggestions are offered for constructing successful research training programmes through university–industry collaboration.

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Bischoff, Richard J., Paul R. Springer, Allison M. J. Reisbig, Sheena Lyons, and Adriatik Likcani. "Training for Collaboration: Collaborative Practice Skills for Mental Health Professionals." Journal of Marital and Family Therapy 38 (June 2012): 199–210. http://dx.doi.org/10.1111/j.1752-0606.2012.00299.x.

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Zhu, Xiaojin, Bryan Gibson, and Timothy Rogers. "Co-Training as a Human Collaboration Policy." Proceedings of the AAAI Conference on Artificial Intelligence 25, no. 1 (August 4, 2011): 852–57. http://dx.doi.org/10.1609/aaai.v25i1.7945.

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We consider the task of human collaborative category learning, where two people work together to classify test items into appropriate categories based on what they learn from a training set. We propose a novel collaboration policy based on the Co-Training algorithm in machine learning, in which the two people play the role of the base learners. The policy restricts each learner's view of the data and limits their communication to only the exchange of their labelings on test items. In a series of empirical studies, we show that the Co-Training policy leads collaborators to jointly produce unique and potentially valuable classification outcomes that are not generated under other collaboration policies. We further demonstrate that these observations can be explained with appropriate machine learning models.

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Amor, Cathy, Sylvia Dillon, and Linda Steen. "Collaboration between three training programmes." FPOP Bulletin: Psychology of Older People 1, no. 104 (July 2008): 47. http://dx.doi.org/10.53841/bpsfpop.2008.1.104.47.

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Marklund, LeRoy A., Adrienne M. Graham, Patricia G. Morton, Charles G. Hurst, Ivette Motola, Donald W. Robinson, Vivian A. Kelley, et al. "Collaboration between Civilian and Military Healthcare Professionals: A Better Way for Planning, Preparing, and Responding to All Hazard Domestic Events." Prehospital and Disaster Medicine 25, no. 5 (October 2010): 399–412. http://dx.doi.org/10.1017/s1049023x00008451.

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AbstractCollaboration is used by the US National Security Council as a means to integrate inter-federal government agencies during planning and execution of common goals towards unified, national security. The concept of collaboration has benefits in the healthcare system by building trust, sharing resources, and reducing costs. The current terrorist threats have made collaborative medical training between military and civilian agencies crucial.This review summarizes the long and rich history of collaboration between civilians and the military in various countries and provides support for the continuation and improvement of collaborative efforts. Through collaboration, advances in the treatment of injuries have been realized, deaths have been reduced, and significant strides in the betterment of the Emergency Medical System have been achieved. This review promotes collaborative medical training between military and civilian medical professionals and provides recommendations for the future based on medical collaboration.

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Tivener, Kristin Ann, and Donna Sue Gloe. "Designing Simulations for Athletic Training Students Through Interprofessional Teaching Collaboration." Athletic Training Education Journal 10, no. 3 (July 1, 2015): 249–55. http://dx.doi.org/10.4085/1003249.

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Context While multidisciplinary team approaches to education and practice have been promoted for decades, literature on collaborative efforts in athletic training and nursing remains sparse. Objective The goal of this article is to provide an example of an interprofessional teaching collaboration in which a simulation scenario was developed between athletic training and nursing education faculty members and to outline the observed benefits and barriers arising from this approach. Background Interprofessional education and interdepartmental faculty collaboration are increasingly becoming more established and practiced elements of health professionals' education. Bringing together professionals from diverse but interrelated disciplines in a collaborative teaching activity can enhance students' understanding of the health care system and the technical expertise each professional provides in emergent situations. Description In many health care education programs simulation has been increasingly used as a teaching tool to provide students with opportunities to practice and learn in an environment that mirrors reality as closely as possible. An example of a simulation scenario developed through an interprofessional teaching collaborative is provided as a foundational design for reproduction. Clinical Advantage(s) Interprofessional teaching collaboration of athletic training and nursing faculty can greatly enhance the content and realism of cardiopulmonary simulation for athletic training students when it involves the combined knowledge and experience of these 2 disciplines. Conclusion(s) Interprofessional teaching collaboration in simulation scenarios can greatly enhance learning insights and clinical relevance for athletic training students.

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Zhang, Dalun, Yi-Fan Li, Eric Roberts, Meagan Orsag, and Robert Maddalozzo. "An Investigation of the Collaborations Between Educators and Vocational Rehabilitation Counselors in Providing Pre-Employment Transition Services." Inclusion 11, no. 2 (May 30, 2023): 135–46. http://dx.doi.org/10.1352/2326-6988-11.2.135.

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Abstract Employment has historically provided a person with value and the ability to live a self-determined and independent life. Interagency collaborations have been found to play a key role in promoting employment for those with special needs. However, there is little research on identifying the needs of the field for collaborations between vocational rehabilitation and educational agencies. We conducted a series of eight focus groups in a large state in the United States and identified needs from educators and vocational rehabilitation counselors. Participants regularly noted that they needed increased collaboration and a need for additional training and education for all stakeholders. They also identified many barriers to this increased collaboration and training, including access to the community that they served, limitations on time for training, collaboration, and access, challenges in communication, including language limitations and trust, and limitations around the support that they received. On the other hand, they often felt supported by their administration, and, when collaboration was possible, their co-workers and external providers served as great resources.

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Griffiths, Amy Jane, Diana Baker, John Brady, Kelly Kennedy, Anaiza Valladolid, Rachel Wiegand, and Raquel Delgado. "Increasing collaboration and knowledge in school communities to enhance outcomes for autistic students." Advances in Autism 9, no. 2 (December 1, 2022): 176–91. http://dx.doi.org/10.1108/aia-03-2022-0014.

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Purpose This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school professionals. The purpose of this study was to examine the influence of the training on participants’ knowledge, competence and perceived collaboration; and potential improvements to the training program. Design/methodology/approach The program included multiple training sessions for families and school professionals, designed to educate participants on autism, evidence-based interventions and to increase home-school communication and collaboration. Data collection methods included pre- and post-measures and feedback forms. Findings Results indicated that the training program was beneficial for participants overall. Pre- and posttest measures indicated growth in knowledge and competency in autism interventions. While there were no statistically significant differences in the quantitative measure of collaboration, qualitative results suggest that participants reported increased collaboration posttraining. Practical implications Overall, the training program was effective, and the ongoing implementation assessment was conducive to continuous improvement. The authors also discuss difficulties with implementation and recommendations for future intervention implementation. Originality/value This case study provides practical information about creating, evaluating and improving a unique intervention designed to support school–home collaboration.

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Johnson, L. A. "Biomedical Informatics Training for Dental Researchers." Advances in Dental Research 17, no. 1 (December 2003): 29–33. http://dx.doi.org/10.1177/154407370301700108.

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Dental researchers collaborating closely with biomedical informaticians have achieved many advances in oral health research, such as in mapping human genetics and addressing oral health disparities. Advances will continue to increase as dental researchers and biomedical informaticians study each others’ disciplines to increase the effectiveness of their collaborative research. The combined skills will greatly increase the effectiveness of dental research. This manuscript summarizes the core of biomedical informatics curriculum (biomedical informatics knowledge, data management, and software engineering) for dental research. It also summarizes the obstacles that must be overcome for all dental research students to receive the training in biomedical informatics they require. These issues are: a lack of biomedical informatics faculty, a lack of biomedical informatics courses, and a lack of accreditation standards. Last, intra- and inter-institutional collaboration solutions are described. “The decades ahead will be witness to advances in science and technology as yet unforeseen. Dentistry will benefit from these advances and must be intimately involved in their progression.” ( American Dental Association, 2002 )

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Arinaitwe, Dinavence, Louise Mifsud, Habib Kato, and Arne Ronny Sannerud. "Learning through collaboration between vocational teacher training institutions and workplaces: Barriers and contradictions." Nordic Journal of Vocational Education and Training 12, no. 1 (February 9, 2022): 25–50. http://dx.doi.org/10.3384/njvet.2242-458x.2212125.

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In vocational education and training, the acquisition of relevant skills by learners is vital for their employability. It has been argued that institution–workplace collaboration facilitates this acquisition of relevant skills through availing authentic real-life learning situations. This study used the cultural–historical activity theory to identify and characterise challenges to learning through collaboration between a masters of vocational pedagogy (MVP) programme, vocational teacher training institutions and workplaces in Uganda. Data were obtained using in-depth individual interviews with purposively sampled actors in collaborative activities. The findings revealed that challenges manifesting as discursive contradictions occurred in different phases of implementing collaborative activities. In the planning and implementation phase, contradictions were linked to short time frames for collaborative activities, unsynchronised activity plans and contradictory working cultures. In the supervision of learning, contradictions arose from a lack of a common understanding of the objectives and work methods of the collaborative activities. A lack of feedback to actors, an absence of a collaboration focal person, and a lack of government policy limited participation in collaborative activities. These challenges were observed to lessen the focus on the MVP students’ learning, which ultimately affected the quality of work produced and interfered with the implementation of collaborative activities.

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Enakrire, Rexwhite T., Collence T. Chisita, and Tella Adeyinka. "Partnership among Librarians: Reflection on Observations, Interviews and Research Reports from Three Universities in Nigeria and Zimbabwe." International Journal of Higher Education 9, no. 5 (August 17, 2020): 338. http://dx.doi.org/10.5430/ijhe.v9n5p338.

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Partnership is not a new phenomenon in the university environment. It embraces strategies used by people with common interest to harvest knowledge in terms of sharing or collaboration. However, the case differs with collaborations in Library and Information Science (LIS) research in Africa, especially LIS scholars in African universities in Nigeria and Zimbabwe. Paucity of empirical literature is available on research collaboration among LIS scholars in Nigerian and Zimbabwean universities. The purpose of the study was to examine partnership among librarians, with reflection on observation and interview research reports in three universities in Nigeria and Zimbabwe. The study adopted a qualitative approach using interview to gather data from librarians drawn from three Nigerian and Zimbabwean universities. The qualitative research approach grounded on content analysis of documents/literature, observation and interview method was use for the study. The observation focus on the authors’ exposition in the sampled universities environment, while the interview were key informants from each of the three countries universities sampled. The study consider the collaborative theory through grounded method. The findings of the study revealed lack of trust in the individual or groups collaborator; team members have the feeling that the project they are collaborating on is of little benefit, due to poor relationship. Team members see themselves as contender or challenger; which has affected leadership issue and involvement of long meetings and inability to address the truth. In terms of the influence of collaboration on professional growth of librarians, result demonstrated enhancement of teaching aspect of librarianship, learning and research quality; promote cooperation, coordination, which in turn increased level of intensity, tenacity and interaction among members. Linkage among LIS professional ranges from networking, cooperation, alliances, coordination and partnership, coalition and eventually collaboration. Challenges reported include catastrophic consequent on negative effect of work, culture and stylistic parameters including concept, attitude and professional hindrances. dominance impact of policies and procedures of collaboration, exploitation of the weak members, lack of clarity and rationale behind the collaboration, unwillingness to change by members in collaboration, lack of socialisation, largeness of the group, wrong membership and jettisoning of members ideas which eventually make some members take the decision of quitting the team. The study recommends inter-disciplinary, intra-institutional and inter-institutional collaboration among various stakeholders in LIS education and training.

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Casillas, Luis, Adriana Peña, and Alfredo Gutierrez. "Towards an Automated Model to Evaluate Collaboration through Non-Verbal Interaction in Collaborative Virtual Environments." International Journal of e-Collaboration 12, no. 4 (October 2016): 7–23. http://dx.doi.org/10.4018/ijec.2016100102.

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Virtual environments represent a helpful resource for learning and training. In their multiuser modality, Collaborative Virtual Environments (CVE) support geographical distant people to experience collaborative learning and team training; a context in which the automatic monitor of collaboration can provide valuable and in time information, either for human instructors or intelligent tutor systems, about individual and group performance. CVE enable people to share a virtual space where they interact through a graphical representation, generating nonverbal behavior such as gaze-direction or deictic gestures, a potential means to understand collaboration. This paper presents an automated model and its inference mechanisms to evaluate collaboration in CVE based on the nonverbal activity of the participants. The model is a multi-layer analysis that includes: data filtering, fuzzy classification, and rule-based inference producing high-level assessment for group collaboration.

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Lazareva, Aleksandra, and Bjørn Erik Munkvold. "Facilitating Collaboration." International Journal of e-Collaboration 13, no. 3 (July 2017): 22–38. http://dx.doi.org/10.4018/ijec.2017070102.

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This article explores the potential synergy between computer-supported collaborative learning (CSCL) and collaboration engineering (CE). Both areas pursue the goal of understanding how to manage interactions in collaborative groups to achieve shared understanding, reduce process losses, and improve performance. By analyzing the research in the two areas, the authors identify several topics where exchange of research findings would be of mutual benefit. For example, research on CE can inform collaboration script research on reducing learners' cognitive load, providing sufficient guidance on the use of tools, and specifying the instructor role during the collaborative learning process. Similarly, collaboration script research can provide useful insights to CE on the appropriation and internalization of effective support strategies. CE research could also learn from script research on training group participants into specific roles. Further challenges include designing scripts that balance restrictiveness and flexibility and refining the theoretical foundation of the two research areas.

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Steitz, David. "Professional Training and Personal Development: Lessons From 10 Years of Intergenerational Learning." Innovation in Aging 4, Supplement_1 (December 1, 2020): 1–2. http://dx.doi.org/10.1093/geroni/igaa057.003.

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Abstract This presentation will highlight a ten-year collaboration between the Nazareth College Gerontology Program and St. John’s Senior Services – the St. John’s Collaborative for Intergenerational Learning (SCIL). Specifically, semester-long intergenerational coursework (Adulthood & Late Life, Issues in Aging, Aging & Community Service) and community-based service projects will be showcased with a focus on design, implementation, assessment, and impact. Emphasis will be placed on the reciprocity of these collaborations, the personal and professional benefits of these exchanges for our students, and the subsequent impact on the community partners and the individuals they serve. Various models of intergenerational learning as well as our new intergenerational residency program will also be discussed.

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Noonan, Jerona. "Using collaboration tools to improve training." Industrial and Commercial Training 40, no. 1 (February 2008): 51–53. http://dx.doi.org/10.1108/00197850810841657.

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Charleston, Rosemary, and Val Goodwin. "Effective collaboration enhances rural preceptorship training." International Journal of Mental Health Nursing 13, no. 4 (December 2004): 225–31. http://dx.doi.org/10.1111/j.1440-0979.2004.00338.x.

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Canady, Valerie A. "Massachusetts collaboration launches OCD training program." Mental Health Weekly 26, no. 35 (September 12, 2016): 5–6. http://dx.doi.org/10.1002/mhw.30748.

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Lentz, Virginia A., and Jean C. Stanford. "SCRABBLE® - A COLLABORATION TRAINING TOOL." INCOSE International Symposium 4, no. 1 (August 1994): 349–56. http://dx.doi.org/10.1002/j.2334-5837.1994.tb01727.x.

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Hope, Joan. "Training, collaboration, communications promote campus safety." Campus Security Report 13, no. 10 (January 24, 2017): 3. http://dx.doi.org/10.1002/casr.30236.

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Filmer, Leighton. "University of Adelaide Higher Degree by Research Program Supported by an Australian Government Research Training Program Scholarship." Prehospital and Disaster Medicine 34, s1 (May 2019): s27. http://dx.doi.org/10.1017/s1049023x19000748.

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Introduction:Collaboration between Foreign Medical Teams (FMT) and Host Health Personnel (HHP) is a core standard for healthcare in a medical response to disaster,1 but descriptions of its application from recipient nation HHP are rare. This paper details the findings from a qualitative study on the experience of collaboration between International Foreign Teams (IMT) and HHP in Gorkha, Nepal since the 2015 earthquake.Aim:To present findings from a study that explored the experience of collaboration by Nepal health workers working with IMT since the 2015 earthquake.Methods:A qualitative study design using semi-structured interviews regarding the experiences and perspectives on collaboration of 12 Nepali health workers was used. The interviews were transcribed, translated, and collated using Nvivo software by QSR international, and themes regarding collaboration were identified.Results:Data collection is not yet complete. However, preliminary results from early analysis indicate that collaborative practice is not uniformly applied by IMT. HHP Satisfaction with IMT appears highly dependent on collaboration. Emerging themes are that rigid organizational procedures, language and cultural barriers, and intimidating leadership inhibit collaboration. Objectives were assumed to align immediately post-disaster, with evidence of objectives increasingly diverging over time. IMT leadership that was experienced, responsive to suggestions, and regularly involved HHP in planning, implementing, and reviewing activities were highly appreciated.Discussion:Emerging themes indicate the time-critical nature of many disasters, along with cultural/institutional/administrative barriers, make the building of collaborative relationships difficult despite being foundational for successful missions. Participants in IMT must proactively involve HHP in the objectives setting, planning, implementation, and reviewing of activities. Successful IMT participation is not only clinically competent but actively seeks collaborative relationships with HHP throughout the mission.

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Payumo, Jane, Danna Moore, Marc Evans, and Prema Arasu. "An Evaluation of Researcher Motivations and Productivity Outcomes in International Collaboration and Partnerships at a U.S. Research-Intensive University." Interdisciplinary Journal of Partnership Studies 6, no. 2 (August 14, 2019): 4. http://dx.doi.org/10.24926/ijps.v6i2.2012.

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This paper examines factors that influence faculty at a research-intensive U.S. public land grant university to engage in international collaborations and partnerships. Using a mixed-mode (web, mail, and telephone) survey, we collected data from 764 researchers at Washington State University, Pullman, Washington, USA, to provide a baseline and current context of demographic characteristics, motivations, barriers, and academic outcomes in relation to international research collaboration. Our results suggest that funding, reduced organizational and institutional barriers, effective institutional support, previous global experience, and research outcomes can encourage faculty to engage in international collaboration. We also found that faculty involved in international collaboration, on average, exhibited higher productivity and a positive correlation with scholarly output, especially through joint publications and student training. The results of this study may provide a reference for research-intensive institutions interested in optimizing their internationalization agendas through partnerships, and examining their policies, strategies, and messaging to increase faculty engagement in collaborative research that promotes co-creation, reciprocity, mutually beneficial partnership, and organizational transformation.

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Blanco, A. C., A. Tamondong, A. M. Perez, M. R. C. Ang, E. Paringit, R. Alberto, N. Alibuyog, et al. "NATIONWIDE NATURAL RESOURCE INVENTORY OF THE PHILIPPINES USING LIDAR: STRATEGIES, PROGRESS, AND CHALLENGES." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 105–9. http://dx.doi.org/10.5194/isprs-archives-xli-b6-105-2016.

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The Philippines has embarked on a detailed nationwide natural resource inventory using LiDAR through the Phil-LiDAR 2 Program. This 3-year program has developed and has been implementing mapping methodologies and protocols to produce high-resolution maps of agricultural, forest, coastal marine, hydrological features, and renewable energy resources. The Program has adopted strategies on system and process development, capacity building and enhancement, and expanding the network of collaborations. These strategies include training programs (on point cloud and image processing, GIS, and field surveys), workshops, forums, and colloquiums (program-wide, cluster-based, and project-based), and collaboration with partner national government agencies and other organizations. In place is a cycle of training, implementation, and feedback in order to continually improve the system and processes. To date, the Program has achieved progress in the development of workflows and in rolling out products such as resource maps and GIS data layers, which are indispensable in planning and decision-making. Challenges remains in speeding up output production (including quality checks) and in ensuring sustainability considering the short duration of the program. Enhancements in the workflows and protocols have been incorporated to address data quality and data availability issues. More trainings have been conducted for project staff hired to address human resource gaps. Collaborative arrangements with more partners are being established. To attain sustainability, the Program is developing and instituting a system of training, data updating and sharing, information utilization, and feedback. This requires collaboration and cooperation of the government agencies, LGUs, universities, other organizations, and the communities.

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Blanco, A. C., A. Tamondong, A. M. Perez, M. R. C. Ang, E. Paringit, R. Alberto, N. Alibuyog, et al. "NATIONWIDE NATURAL RESOURCE INVENTORY OF THE PHILIPPINES USING LIDAR: STRATEGIES, PROGRESS, AND CHALLENGES." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 105–9. http://dx.doi.org/10.5194/isprsarchives-xli-b6-105-2016.

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The Philippines has embarked on a detailed nationwide natural resource inventory using LiDAR through the Phil-LiDAR 2 Program. This 3-year program has developed and has been implementing mapping methodologies and protocols to produce high-resolution maps of agricultural, forest, coastal marine, hydrological features, and renewable energy resources. The Program has adopted strategies on system and process development, capacity building and enhancement, and expanding the network of collaborations. These strategies include training programs (on point cloud and image processing, GIS, and field surveys), workshops, forums, and colloquiums (program-wide, cluster-based, and project-based), and collaboration with partner national government agencies and other organizations. In place is a cycle of training, implementation, and feedback in order to continually improve the system and processes. To date, the Program has achieved progress in the development of workflows and in rolling out products such as resource maps and GIS data layers, which are indispensable in planning and decision-making. Challenges remains in speeding up output production (including quality checks) and in ensuring sustainability considering the short duration of the program. Enhancements in the workflows and protocols have been incorporated to address data quality and data availability issues. More trainings have been conducted for project staff hired to address human resource gaps. Collaborative arrangements with more partners are being established. To attain sustainability, the Program is developing and instituting a system of training, data updating and sharing, information utilization, and feedback. This requires collaboration and cooperation of the government agencies, LGUs, universities, other organizations, and the communities.

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Flaherty, Ellen, and Nina Tumosa. "IMPLEMENTING THE MEDICARE ANNUAL WELLNESS VISIT: A GWEP COLLABORATION." Innovation in Aging 3, Supplement_1 (November 2019): S392—S393. http://dx.doi.org/10.1093/geroni/igz038.1445.

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Abstract The Geriatric Interprofessional Team Transformation in Primary Care (GITT-PC) model improves delivery of healthcare to older adults in primary care by training healthcare professionals in team functioning, rapid cycle QI, and evidence based geriatric practice. The program capitalizes on the role of nursing and other healthcare disciplines. To maximize sustainability, it focuses on Medicare-reimbursable visits. This program will focus on the implementation of the Annual Wellness Visit (AWV) through a collaboration between Dartmouth and 3 GWEPs: University of Florida, University of Louisville and the University of Wyoming. The model’s standardized approach to implementation begins with practice assessments and two trainings. The first training focuses on team functioning & rapid cycle QI and the second is a deep dive training focused on the implementation of the AWV. After the training, practices participate in a data-driven, virtual learning collaborative with monthly data collection and learning sessions. Since 2015, the AWV, through the GITT-PC model has been implemented in 14 sites in northern New England, 10 sites in upstate New York, and nationally through five other GWEP awardees across the country.

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Afrianto, Afrianto, Achmad Yudi Wahyudin, Ade Surahman, Fitria Azzuri Putri Pertiwi, and Aurora Pradipta. "PENINGKATAN KEMAMPUAN TEKNOLOGI DIGITAL SISWA MELALUI APLIKASI CONSTRUCT 3: GAMES FOR EDUCATION." COMMENT: Journal of Community Empowerment 3, no. 1 (June 30, 2023): 66–78. http://dx.doi.org/10.33365/comment.v3i1.313.

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Currently, Games for Education is an interesting topic for students in Vocational School, especially in this digital era. The training in games-making conducted by the Universitas Teknokrat Indonesia social service team gives a significant impact to develop digital competencies, creativity, and collaboration; furthermore, it is relevant to the needs of the nowadays digital job market. First, this training in this case gives the students a chance to have such a digital technology, which is relevant to the job market. It can increase their creativity in producing interesting and original digital products. Then, this training also leads the students to be able to work in a team for collaboration. In the process of game making, the students should work together to design, test, and develop the games. It thus builds up students’ ability for collaborating, communicating, and solving problems. This ability is also crucial in the digital job market, especially for project teams. Related to the job market, this training can also create a career path in game industries, graphic design, animation, and multimedia. In closing, the training gives experiences and competencies for the students in game-making that are useful for their careers; furthermore, it can help the students to master digital technology, increase their creativities, develop their collaborative ability, and to prepare themselves for the challenges of the fast- digital industry development.

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Pereira, M. Graça, Alfonso Alonso Fachado, and Thomas Edward Smith. "Practice of Biopsychosocial Medicine in Portugal: Perspectives of Professionals Involved." Spanish journal of psychology 12, no. 1 (May 2009): 217–25. http://dx.doi.org/10.1017/s1138741600001621.

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Although, recently, the biopsychosocial approach has been emphasized in the practice of family medicine, how psychologists and physicians interact in collaborative family health care practice is still emerging in Portugal. This article describes a qualitative study that focused on the understanding of psychologists and family physicians' perceptions of their role and the collaborative approach in health care.A questionnaire gathered information regarding collaboration, referral, training and the practice of biopsychosocial medicine. A content analysis on respondents' discourse was performed. Results show that both physicians and psychologists agree on the importance of the biopsychosocial model and interdisciplinary collaboration. However, they also mentioned several difficulties that have to do with the lack of psychologists working full time in health care centers, lack of communication and different expectancies regarding each other roles in health care delivery.Both physicians and psychologists acknowledge the lack of academic training and consider the need for multidisciplinary teams in their training and practice to improve collaboration and integrative care. Implications for future research and for the practice of biopsychosocial medicine are addressed.

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Paul Otor Onah, Ahmed Abdulmalik, and Catherine Chioma Idoko. "Attitudes of undergraduate pharmacy students toward inter-professional collaboration: Analysis of survey in a Nigerian University." Magna Scientia Advanced Biology and Pharmacy 8, no. 2 (March 30, 2023): 026–33. http://dx.doi.org/10.30574/msabp.2023.8.2.0070.

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The focus of pharmacy education has shifted from product based training to patient care which require Pharmacists to practice in multidisciplinary settings with members of other healthcare professionals. The development of interprofessional collaborative attitudes towards teamwork is known to occur well before graduation. Attitudes of pharmacists towards physicians and other healthcare professionals have influence on quality of future collaboration in patient care decisions. There is evidence to suggest that developing right attitudes during training can enhance collaboration during post-graduation team work in patient care decisions. The objective of this study is to evaluate students’ attitudes towards collaboration with physicians when carrying out pharmaceutical care services. This was a cross sectional survey study among fourth and fifth year pharmacy students. The sixteen item “scale of attitudes towards physician and pharmacist collaboration” [SATP2C] questionnaire was used to explore their attitudes. The four item Likert scale instrument was self-administered and respondents were asked to tick the option that best reflect their attitude (1=strongly agree, 2-agree, 3-disagree, 4-strongly disagree). Analysis was done using descriptive and inferential statistics (Students t test) and P value ≤ 0.05 was considered statistically significant. Attitudes of pharmacy students towards physician collaboration was generally high, a result that was not affected by gender and year of study. Pharmacy student’s positive collaborative attitudes with physician holds better promise for integration into clinical teamwork for improved outcomes for patients after qualification. The positive attitude among pharmacy students towards collaboration with physicians should be emphasized during training to adequately prepare them for post qualification teamwork.

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Sharif Mustaffa, Mohamed, Md Rahimullah Miah, Amalia Madihie, and Prashanth Talwar Yadar. "Towards Effective Counseling Approaches and Contextual Factors Enhanced Diversity Collaboration." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 242. http://dx.doi.org/10.14419/ijet.v7i3.30.18249.

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This study explored the counselling approach and contexual factors to enhance diversity collaborations among ethnic, religious people, teachers and parental involvement in Malaysian secondary schools. Specially, the study outlined cross-cultural counselling and related training approaches and effective factors that needs in Malaysian society. In particular, the researcher investigated the effectiveness of multi-ethnicity of students and diversity of approaches in their counselling contexts. Qualitative data were obtained from field survey while secondary data collected from various sources. The study focuses the main difficulties in general contexual literature, theoretical or ideological, and collaborative diversity approaches showing in the countries concerned. A qualitative case study approach was also represented on the experience of counsellors of eleven muslim schools in the Muar district through primary and secondary data analysis. The study recommended that effective counselling environment context enhanced diversity collaboration with their training models in various ways in relation to the contexual factors studied.

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Kline, Katherine M., and Charity Anne Kurz. "Collaboration Between Rehabilitation Counselors and Secondary Educational Institutions to Optimize Successful Outcomes for High School Students with Disabilities." Journal of Applied Rehabilitation Counseling 45, no. 1 (March 1, 2014): 18–24. http://dx.doi.org/10.1891/0047-2220.45.1.18.

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This article highlights the need for a collaborative approach to transition services for youth with disabilities. Evidence of the positive impact of collaboration is presented, followed by indications that transition professionals are failing to engage in these activities. The lack of collaboration practiced by transition professionals can be partially attributed to the myriad of skills sets, pre-service training activities and employment settings in which these professionals enter into. The purpose of this article is to present an outcome-based model of collaboration between rehabilitation counselors and secondary educational institutions to aid in the transition of youth with disabilities to achieve their post-secondary goals (e.g., secondary education, secondary training, paid employment, independent living).

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Adekanmbi, Gbolagade, and Bopelo Boitshwarelo. "International Collaboration in Distance Education in Sub-Saharan Africa." International Journal of ICT Research and Development in Africa 1, no. 4 (October 2010): 31–45. http://dx.doi.org/10.4018/978-1-61520-909-5.ch002.

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This chapter examines international collaboration in distance education in Sub-Saharan Africa (SSA), focusing on efforts aimed at utilizing technology. It identifies a number of significant collaborative endeavors. The collaborative efforts observed have a similar goal of pooling together ICT resources and expertise towards improving educational outcomes. The prevalence of teacher education and training across the initiatives, in the context of the Millennium Development Goals, is noted. Institutions outside Africa are actively involved in the funding and provision of expertise. Also, the AVU consortium model seems to be a viable approach to collaboration, with notable results seen. With the challenges facing technology-focused collaboration, such as a lack of enabling policies and the digital divide, the chapter suggests that African countries and institutions should pursue a culture of change and be more flexible. More formal training in distance education, utilizing Africans in the Diaspora and promoting dialogue across international spectrums are also recommended.

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Lin, Shinyi, and Chou-Kang Chiu. "Incentive Styles, Asynchronous Online Discussion, and Vocational Training." Journal of Educational Computing Research 39, no. 4 (December 2008): 363–77. http://dx.doi.org/10.2190/ec.39.4.c.

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Vocational education and training (VET) is intended to prepare adult learners for careers that are based on practical activities. With the underlying constructivist andragogy, this study intended to examine the effects of computer-mediated group collaboration in vocational education, and how that affects the associated learning outcomes. For collaborative learning, use of asynchronous computer-mediated communication as one of the major media prevails not only in web-based formats but in face-to-face. Specifically, our intent was to explore effectiveness of asynchronous online discussion (AOD) and the learning outcome accordingly. The results provided evidence that the participants in the AOD performed substantially better than those with no use of AOD in the bi-weekly quizzes as well as the learning outcomes. As incentive styles come into play, we found that the introverts performed as well as the extroverts disregarding the AOD participation. The results concluded that use of group collaboration as andragogical strategy (use of AOD) inferred better learning outcomes in the context of VET.

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Lucas, Peter, Margaret Wilkin, and Derek Sankey. "Collaboration and Transition in Initial Teacher Training." British Journal of Educational Studies 43, no. 2 (June 1995): 229. http://dx.doi.org/10.2307/3121947.

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Merkulova, L. P., and E. G. Kashina. "Academics’ Training for International Communication and Collaboration." Vestnik of Samara University. History, pedagogics, philology 26, no. 2 (June 26, 2020): 102. http://dx.doi.org/10.18287/2542-0445-2020-26-2-102-106.

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Richards, Gabrielle, and William Horder. "Mental health training: the process of collaboration." Social Work Education 18, no. 4 (November 1999): 449–58. http://dx.doi.org/10.1080/02615479911220431.

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Lundberg, L., and P. Ortenwall. "(A39) Civil-Military Collaboration in Trauma Training." Prehospital and Disaster Medicine 26, S1 (May 2011): s11—s12. http://dx.doi.org/10.1017/s1049023x11000513.

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In the present Swedish military medical organisation all medical personnel, including surgeons, have to be recruited from civilian hospitals. Even if there are many civilian surgeons well qualified to perform trauma surgery, the injury patterns seen in e.g. Afghanistan are quite different compared to what is generally seen in trauma patients arriving to the ED at a civilian hospital. In order to upgrade the major trauma skills of the civilian surgeons recruited to and trained for participating in international missions, the (extended) military version of the Definitive Surgical Trauma Care (DSTC) Course has been implemented. DSTC is given with the intention not to duplicate ATLS, nor to provide an in depth course in surgery, but rather to teach those techniques particularly applicable to the patient who requires surgery and intensive care for major trauma, in a setting where such care is not commonly practised or even necessarily available. The course, made up by a mix of lectures, case discussions and skill stations has been given at the Swedish Armed Forces Centre for Defence Medicine in Gothenburg since 2007. It has gradually evolved to incorporate also anaesthesiologists and nursing staff into an integrated team. The faculty during these courses has been made up by a mix of international and Swedish instructors. Course candidates have primarily been military health staff, but vacant slots have been offered clinicians working in civilian hospitals in the western part of Sweden. During the last course in September 2010 17/20 (85%) of the physicians and 13/17 (76%) of the nurses rated the course as very beneficial or indispensible. The Swedish Armed Forces Centre for Defence Medicine will continue to run the military version of the DSTC course. Due to a certain over-capacity, course participation can be offered the civilian health care system.

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ShilpaHadkar, ShilpaHadkar. "College Collaboration Portal with Training and Placement." IOSR Journal of Computer Engineering 10, no. 2 (2013): 79–81. http://dx.doi.org/10.9790/0661-01027981.

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Ynalvez, Marcus Antonius, and Wesley M. Shrum. "International Graduate Science Training and Scientific Collaboration." International Sociology 24, no. 6 (November 2009): 870–901. http://dx.doi.org/10.1177/0268580909343501.

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Hubbard, Kevin. "Collaboration in aesthetics." Journal of Aesthetic Nursing 8, no. 6 (July 2, 2019): 301–2. http://dx.doi.org/10.12968/joan.2019.8.6.301.

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Following on from his presentation at the Journal of Aesthetic Nursing's 2019 conference, Kevin Hubbard explores the idea of collaboration in aesthetics, discussing how his team use social media and training opportunities to connect with others

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Meuskens, Ina, Seamus Higson, and Dirk Linke. "Innovative training networks: a new way of collaboration-propped PhD training." Medical Microbiology and Immunology 209, no. 3 (December 7, 2019): 215–16. http://dx.doi.org/10.1007/s00430-019-00647-0.

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Ho, Shu Fang, Ming Jing Elizabeth Tan, and Fatimah Lateef. "Computer-Based Simulation by Emergency Medicine Resident-Educator for Medical Students during the COVID-19 Pandemic." Education in Medicine Journal 13, no. 2 (June 30, 2021): 41–53. http://dx.doi.org/10.21315/eimj2021.13.2.4.

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Today, residents in all disciplines are expected to be involved in not just educating themselves but in the education of others and peers as well. They are involved in a wide spectrum of teaching and instruction techniques such as case presentations, lectures, practical hands-on teaching, bedside clinical tutorials, informal discussions and simulation-based training. Simulation-based teaching has been playing an increasingly important role in both residency training as well as medical school curricula. In particular, it appeals to adult learners as it very task-driven and task-oriented, it allows for constant active engagement during role-playing in simulated scenarios and enables repetitive practice until a certain level of mastery or competency is achieved. The SingHealth residents training in emergency medicine have been collaborating with and engaging medical students from the Duke-NUS Graduate Medical School, as the two entities for a common Academic Medical Center. They share many collaborative projects and activities, research as well as educational training programmes. However, with the recent COVID-19 pandemic, both face-to-face medical teaching as well as simulation-based teaching proved to be challenging. One alternative is to move these teaching collaborations and programmes onto the online platform. This study describes the experience of emergency medicine resident-educators who conducted emergency medicine computer-based simulations (CBS) in collaboration with a group of medical students from the Duke-NUS Emergency Medicine Student Interest Group during the COVID-19 pandemic.

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Rajivan, Prashanth, and Nancy J. Cooke. "Information-Pooling Bias in Collaborative Security Incident Correlation Analysis." Human Factors: The Journal of the Human Factors and Ergonomics Society 60, no. 5 (April 3, 2018): 626–39. http://dx.doi.org/10.1177/0018720818769249.

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Objective: Incident correlation is a vital step in the cybersecurity threat detection process. This article presents research on the effect of group-level information-pooling bias on collaborative incident correlation analysis in a synthetic task environment. Background: Past research has shown that uneven information distribution biases people to share information that is known to most team members and prevents them from sharing any unique information available with them. The effect of such biases on security team collaborations are largely unknown. Method: Thirty 3-person teams performed two threat detection missions involving information sharing and correlating security incidents. Incidents were predistributed to each person in the team based on the hidden profile paradigm. Participant teams, randomly assigned to three experimental groups, used different collaboration aids during Mission 2. Results: Communication analysis revealed that participant teams were 3 times more likely to discuss security incidents commonly known to the majority. Unaided team collaboration was inefficient in finding associations between security incidents uniquely available to each member of the team. Visualizations that augment perceptual processing and recognition memory were found to mitigate the bias. Conclusion: The data suggest that (a) security analyst teams, when conducting collaborative correlation analysis, could be inefficient in pooling unique information from their peers; (b) employing off-the-shelf collaboration tools in cybersecurity defense environments is inadequate; and (c) collaborative security visualization tools developed considering the human cognitive limitations of security analysts is necessary. Application: Potential applications of this research include development of team training procedures and collaboration tool development for security analysts.

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Deiglmayr, Anne, and Hans Spada. "Developing Adaptive Collaboration Support: The Example of an Effective Training for Collaborative Inferences." Educational Psychology Review 22, no. 1 (February 24, 2010): 103–13. http://dx.doi.org/10.1007/s10648-010-9119-6.

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