scholarly journals Construct validation of the English version of Readiness for Interprofessional Learning Scale (RIPLS): Are Chinese undergraduate students ready for ‘shared learning’?

2017 ◽  
Vol 32 (1) ◽  
pp. 69-74 ◽  
Author(s):  
Fraide A. Ganotice ◽  
Lap Ki Chan
Keyword(s):  
Undergraduate Students ◽  
Construct Validation ◽  
English Version ◽  
Interprofessional Learning ◽  
Shared Learning

The Four Branches of the Mabinogi, ed. and trans. by Matthieu Boyd, with the modernization assistance of Stacie Lents. Peterborough, Ont.: Broadview Press, 2017, 119 pp., 5 b/w ill, 1 map.

Mediaevistik ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 401-401
Author(s):  
Albrecht Classen
Keyword(s):  
Undergraduate Students ◽  
Twelfth Century ◽  
English Translation ◽  
English Version ◽  
Personal Names ◽  
University Teachers ◽  
Link Type ◽  
Welsh Literature

Welsh medievalists have long recognized the canonical quality of The Four Branches of the Mabinogi (late eleventh or early twelfth century), resulting in a long series of editions and translations. William Owen Pughe was the first to offer a modern English translation in 1795. The <?page nr="402"?>recent translation by Will Parker (2005) is available now online at: <ext-link ext-link-type="uri" xlink:href="http://www.mabinogi.net/translations.htm">http://www.mabinogi.net/translations.htm</ext-link>, and I suspect that many university teachers happily rely on this one because of its easy accessibility and clarity of the English version. Now, Matthieu Boyd, who teaches at Fairleigh Dickinson University (Florham Campus, Madison, MD), offers a new rendering, which is specifically targeting undergraduate students. This explains his strategy to modernize the medieval Welsh as much as possible, and to turn this marvelous text into an enjoyable read even for contemporary students, without moving too far away from the original. This modernization was carried out with the assistance of his colleague, the playwright Stacie Lents. This entails, for instance, that even some of the medieval names are adapted. Many times the conservative reader might feel uncomfortable when words and phrases such as “to shit,” “to egg on,” “to nip at the heels,” or “Manawydan & Co” (60–61) appear. The adaptation of personal names is not carried out systematically, but the overall impression of this translation is certainly positive, making the study of this masterpiece of medieval Welsh literature to a real pleasure.

BECK DEPRESSION INVENTORY (BDI-II) ITEMS CHARACTERISTICS AMONG UNDERGRADUATE STUDENTS OF NINETEEN ISLAMIC COUNTRIES

2005 ◽  
Vol 33 (7) ◽  
pp. 675-684 ◽  
Author(s):  
Bader M. Alansari
Keyword(s):  
Saudi Arabia ◽  
Beck Depression Inventory ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Cross Cultural ◽  
Arabic Version ◽  
English Version ◽  
Male And Female ◽  
Islamic Countries ◽  
Complete Form

An Arabic version of the second edition of the Beck Depression Inventory (BDI-II) in its complete form was developed by Ghareeb (2000). The BDI-II was administered to 18 Islamic groups and the English version of the BDI-II (Beck, Steer, & Brown, 1996) was administered to an additional Pakistani group. Co-efficient alphas were computed for samples of male and female undergraduates recruited from 19 Islamic countries: Palestine, Lebanon, Syria, Iraq, Jordan, Saudi Arabia, Kuwait, Qatar, Bahrain, United Arab Emirates, Oman, Yemen, Egypt, Sudan, Tunisia, Libya, Algeria, Morocco and Pakistan (n=600, 270, 479, 841, 943, 780, 781, 356, 230, 360, 333, 590, 735, 275, 291, 298, 300, 706 and 532 respectively). The corrected item-total scale correlations of the BDI-II ranged between .21 and 89, the inventory seems viable in the Arabic context. Its use in cross-cultural studies would be suitable.

Mental health interprofessional education for health professions students: bridging the gaps

2014 ◽  
Vol 9 (1) ◽  
pp. 35-45 ◽  
Author(s):  
Margaret McAllister ◽  
Dixie Statham ◽  
Florin Oprescu ◽  
Nigel Barr ◽  
Teressa Schmidt ◽  
...  
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Interprofessional Education ◽  
Tertiary Education ◽  
Learning Experience ◽  
Effective Means ◽  
Time Interval ◽  
Tertiary Sector ◽  
Interprofessional Learning ◽  
Content Type

Purpose – Government-run mental health services in Australia run predominantly on a multidisciplinary team (MDT) model. Literature and observation from practice shows that interprofessional tertiary sector training is absent, ad hoc or not documented, leaving students inadequately prepared for disciplinary differences in opinions and practices. Learning in interprofessional educational settings provides one way of overcoming the difficulties. The purpose of this paper is to describe the outcomes of an interprofessional learning experience targeting final year Australian students enroled in health promotion, registered nursing, enroled nursing, paramedic science, psychology, social work and occupational therapy who are intending to work in mental health teams. Design/methodology/approach – Using a mixed method, pre- and post-test design (four time intervals), with data collected from three scales and open-ended questions, this study measured participant changes in knowledge and attitudes towards interprofessional education and mental health. The study also examined students’ and educators’ perceptions of the value of an interprofessional teaching and learning model. Findings – There was a significant increase in clinical confidence at each time interval, suggesting that the intervention effects were maintained up to three months post-training. Themes about the value of interprofessional learning in mental health were extracted from student data: learning expanded students’ appreciation for difference; this in turn expanded students’ cross-disciplinary communication skills; growing appreciation for diverse world views was seen to be relevant to person-centred mental healthcare; and practice articulating one's own disciplinary views clarified professional identity. Research limitations/implications – Generalisability of the outcomes beyond the disciplines sampled in this research is limited. MDTs typically include doctors, but we were unable to include medical students because the university did not offer a medical programme. The readiness for participation in a collaborative MDT approach may differ among students groups, disciplines and universities and technical and further educations. There may also be differences not accounted for in these findings between undergraduate students and established healthcare professionals. Further research needs to establish whether the findings are applicable to other student groups and to professionals who already work within MDTs. Originality/value – These results demonstrate that intensive interprofessional learning experiences in tertiary education can be effective means of increasing students’ awareness of the role of other professionals in MDT.

scholarly journals Readiness for interprofessional education amongst students at public and private Medical Universities in Malaysia

2020 ◽  
Vol 15 (6) ◽  
pp. 1454-1463
Author(s):  
Soe Soe Aye ◽  
Mohd Azhar Mohd Noor ◽  
Roy Rillera Marzo ◽  
Thein Win Naing ◽  
Nor Anith Mohd Azhare
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Interprofessional Education ◽  
Cross Sectional Study ◽  
Patient Centered ◽  
Cross Sectional ◽  
Public And Private ◽  
Interprofessional Learning ◽  
Professional Students ◽  
Medical Program

Background and Aims: Interprofessional Education (IPE) is a vital academic blueprint for preparing future doctors to provide patient-centered collaborative approach to care best integrated health services. This study aimed to evaluate the awareness and readiness of Malaysian medical students towards interprofessional education. Materials and methods: A cross-sectional study carried out using a questionnaire survey: The Readiness of Interprofessional Learning Scale (RIPLS). A convenience sampling method was employed. The sample was drawn from undergraduate students enrolled in year 1 to 5 of medical program in two medical universities. Descriptive and inferential statistics were used to analyze the data. Results: The RIPLS was completed by 361 medical students who valued the importance of IPE. The students mentioned that shared learning with other healthcare professional students will increase their ability to understand clinical problems. The students also specified that team-working skills are essential for all healthcare students to learn. However, there were differences between students of different years of study in their perception and readiness toward IPE. Conclusion: Our findings indicate that undergraduate-health-care students have high perception and readiness towards IPE, however important differences in baseline readiness emerged according to year-level. These findings suggest that educators consider baseline attitudes of students when designing interprofessional education curricula. The implication of this awareness and readiness to practice IPL will create a more concert and harmony workspace to the healthcare professionals.     Keywords: Interprofessional education, Interprofessional learning, readiness, RIPLS, medical education

Evaluation of an interprofessional practice placement in a UK in-patient palliative care unit

2011 ◽  
Vol 26 (2) ◽  
pp. 178-184 ◽  
Author(s):  
Nicholas Dando ◽  
Lynda d’Avray ◽  
Jane Colman ◽  
Andrew Hoy ◽  
Jennifer Todd
Keyword(s):  
Palliative Care ◽  
Undergraduate Students ◽  
Health Care Professionals ◽  
Learning Opportunities ◽  
Palliative Care Unit ◽  
Interprofessional Practice ◽  
Interprofessional Learning ◽  
Interprofessional Training ◽  
Hands On ◽  
Clinical Environments

This paper reports on undergraduate students’ evaluation of a new hospice-based interprofessional practice placement (IPP) that took place in the voluntary sector from 2008 to 2009. Ward-based interprofessional training has been successfully demonstrated in a range of clinical environments. However, the multidisciplinary setting within a hospice in-patient unit offered a new opportunity for interprofessional learning. The development and delivery of the IPP initiative is described, whereby multidisciplinary groups of 12 students provided hands-on care for a selected group of patients, under the supervision of trained health care professionals. The placement was positively evaluated and students reported an increased understanding of both their own role and that of other professionals in the team. The evaluation also suggests that additional learning opportunities were provided by the in-patient palliative care unit. The results of this evaluation suggest that the in-patient unit of a hospice caring for patients with life-limiting illness provides a suitable environment to demonstrate and learn about interprofessional practice.

The Spanish Version of Betts' Questionnaire upon Mental Imagery

2005 ◽  
Vol 96 (1) ◽  
pp. 51-56 ◽  
Author(s):  
Alfredo Campos ◽  
María José Pérez-Fabello
Keyword(s):  
Principal Components Analysis ◽  
Mental Imagery ◽  
Undergraduate Students ◽  
Principal Components ◽  
Visual Imagery ◽  
Spanish Version ◽  
Orthogonal Rotation ◽  
English Version ◽  
Original English Version ◽  
Components Analysis

Sheehan's shortened form of Betts' Questionnaire Upon Mental Imagery is one of the most widely used inventories for measuring imaging. Participants were 562 undergraduate students (414 women and 148 men), with a mean age of 20.2 yr. In a principal components analysis followed by varimax orthogonal rotation for the Spanish version, eight factors were identified, six of which coincide with those of the original English version. Internal consistency was .92 (Cronbach alpha). Scores on the Betts Questionnaire Upon Mental Imagery correlated −.34 with those on the Gordon Test of Visual Imagery Control, .58 with those on the Vividness of Visual Imagery Questionnaire, and .02 with the Verbalizer-Visualizer Questionnaire.

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