Does collective efficacy drive readiness for interprofessional learning? Evidence from a large-scale interprofessional education program in Hong Kong

2021 ◽  
pp. 1-8
Author(s):  
Fraide A. Ganotice ◽  
Lap Ki Chan
Keyword(s):  
Hong Kong ◽  
Collective Efficacy ◽  
Education Program ◽  
Interprofessional Education ◽  
Large Scale ◽  
Interprofessional Learning

scholarly journals Academic resilience: underlying norms and validity of definitions

2021 ◽  
Vol 33 (1) ◽  
pp. 169-202
Author(s):  
Wangqiong Ye ◽  
Rolf Strietholt ◽  
Sigrid Blömeke
Keyword(s):  
Hong Kong ◽  
Large Scale ◽  
Developmental State ◽  
Academic Resilience ◽  
Economic Capital ◽  
Student Background ◽  
Large Scale Assessment ◽  
And Performance ◽  
Diverse Cultures ◽  
Country Specific

AbstractAcademic resilience refers to students’ capacity to perform highly despite a disadvantaged background. Although most studies using international large-scale assessment (ILSA) data defined academic resilience with two criteria, student background and achievement, their conceptualizations and operationalizations varied substantially. In a systematic review, we identified 20 ILSA studies applying different criteria, different approaches to setting thresholds (the same fixed ones across countries or relative country-specific ones), and different threshold levels. Our study on the validity of these differences and how they affected the composition of academically resilient students revealed that the classification depended heavily on the threshold applied. When a fixed background threshold was applied, the classification was likely to be affected by the developmental state of a country. This could result in an overestimation of the proportions of academically resilient students in some countries while an underestimation in others. Furthermore, compared to the application of a social or economic capital indication, applying a cultural capital indicator may lead to lower shares of disadvantaged students classified as academically resilient. The composition of academically resilient students varied significantly by gender and language depending on which indicator of human capital or which thresholds were applied reflecting underlying societal characteristics. Conclusions drawn from such different results depending on the specific conceptualizations and operationalizations would vary greatly. Finally, our study utilizing PISA 2015 data from three countries representing diverse cultures and performance levels revealed that a stronger sense of belonging to a school significantly increased the chances to be classified as academically resilient in Peru, but not in Norway or Hong Kong. In contrast, absence from school was significantly associated with academic resilience in Norway and Hong Kong, but not in Peru.

scholarly journals Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

2010 ◽  
Vol 1 (2) ◽  
Author(s):  
Marcel D'Eon ◽  
Peggy Proctor ◽  
Jane Cassidy ◽  
Nora McKee ◽  
Krista Trinder
Keyword(s):  
Student Satisfaction ◽  
Interprofessional Education ◽  
Large Scale ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Great Promise ◽  
Persons Living With Hiv ◽  
Post Test ◽  
Hiv Aids

Background: Interprofessional education (IPE) holds great promise in continuing to reform the management of complex chronic conditions such as HIV/AIDS, and Problem-based Learning (PBL) is a suitable format for IPE. This study aimed to evaluate the effectiveness of a large scale, compulsory interprofessional PBL module on HIV/AIDS education. In 2004, 30 physical therapy and 30 medical students at the University of Saskatchewan engaged in the HIV/AIDS PBL module. By 2007 over 300 students from seven healthcare programs were involved.Methods and Findings: The module was evaluated over the years using student satisfaction surveys, focus groups, self-assessments, and in 2007 with written pretest/post-tests. Students rated the learning experience about both HIV/AIDS and about interprofessional collaboration, at 4 or 5 out of 6 and effect sizes fell between d = .70 and 3.19. That only one pre-test/post-test study was conducted at a single institution is one of the limitations of this study.Conclusions: Students generally thought highly of the interprofessional PBL module on HIV/AIDS and learned a considerable amount. Although more research is needed to substantiate the self-assessment data, establish what and how much is being learned, and compare PBL to alternative methodologies, PBL is a promising approach to IPE.

Do Housing Vacancies Induce More Crime? A Spatiotemporal Regression Analysis

2019 ◽  
Vol 66 (11) ◽  
pp. 1579-1605 ◽  
Author(s):  
Xiaojin Chen ◽  
Patrick Rafail
Keyword(s):  
Regression Analysis ◽  
Collective Efficacy ◽  
Large Scale ◽  
Spillover Effect ◽  
Property Crime ◽  
Drug Offense ◽  
Community Based Programs ◽  
The City ◽  
Housing Vacancy ◽  
Neighborhood Level

This study aims to investigate the longitudinal associations between patterns of housing vacancies, neighborhood social disorder, and crime in the city of New Orleans. Using large-scale administrative and contextual data collected from the year 2012 to 2018, our spatiotemporal regression analysis provides empirical evidence for the salient effects of housing vacancy on neighborhood level of property crime and violence. In addition, the spillover effect of housing vacancy is observed on the neighborhood level of drug offense, property crime, and violence. These results potentially identify vacant properties as a modifiable target for intervention to reduce urban crime and suggest that community-based programs aiming to enhance informal social control and collective efficacy may be as important as broken window policing programs.

scholarly journals Possibilities for interprofessional learning at a Swedish acute healthcare ward not dedicated to interprofessional education: an ethnographic study

BMJ Open ◽  
2019 ◽  
Vol 9 (7) ◽  
pp. e027590 ◽  
Author(s):  
Ann Hägg-Martinell ◽  
Håkan Hult ◽  
Peter Henriksson ◽  
Anna Kiessling
Keyword(s):  
Nursing Students ◽  
Interprofessional Education ◽  
Ethnographic Study ◽  
Clinical Settings ◽  
Interprofessional Learning ◽  
Staff Members ◽  
Questions And Answers ◽  
Field Notes ◽  
Almost All ◽  
Acute Healthcare

ObjectivesAlmost all healthcare today is team-based in collaboration over professional borders, and numerous students have work-based learning in such contexts. However, interprofessional learning (IPL) in clinical settings has mostly been systematically explored in specially designed contexts dedicated to interprofessional education (IPE). This study aimed to explore the possibilities for IPL activities, and if or how they occur, in an acute ward context not dedicated to IPE.Design and settingBetween 2011 and 2013 ethnographic observations were performed of medical and nursing students’ interactions and IPL during early clerkship at an acute internal medicine ward in Sweden. Field notes were taken and analysed based on the framework of IPE:learning with, from and about.Participants21 medical, 4 nursing students and 30 supervisors participated.ResultsLearning with—there were no organised IPE activities. Instead, medical and nursing students learnt in parallel. However, students interacted with staff members from other professions.Learning from—interprofessional supervision was frequent. Interprofessional supervision of nursing students by doctors focused on theoretical questions and answers, while interprofessional supervision of medical students by nurses focused on the performance of technical skills.Learning about—students were observed to actively observe interactions between staff and learnt how staff conducted different tasks.ConclusionThis study shows that there were plenty of possibilities for IPL activities, but the potential was not fully utilised or facilitated. Serendipitous IPL activities differed between observed medical and nursing students. Although interprofessional supervision was fairly frequent, students were not learning with, from or about each other over professional borders.

scholarly journals Enhancing Form-Based Code: A parametric approach to urban volumetric morphology in high density cities

2021 ◽  
Author(s):  
◽  
Yingyi Zhang
Keyword(s):  
Hong Kong ◽  
Large Scale ◽  
Positive Impact ◽  
High Density ◽  
Original Form ◽  
Human Society ◽  
Parametric Modelling ◽  
Physical Form ◽  
Urban Regulation ◽  
Modelling System

<p>Parametric tools have been broadly implemented in Architecture, Engineering and Construction (AEC) industry. Recently, an increasing volume of research finds that parametric tools also have the capability to facilitate large-scale planning and urban design. Much of this research, however, focuses on parametric representation or environment simulation. There is insufficient research about using parametric tools to enhance urban regulation. Parametric tools can provide smart design procedures by integrating strategies, solutions and expressions in one system. They may allow alternative approaches to urban regulation that conventional tools do not process.  This research aims to create a parametric modelling system to aid urban regulation. The system offers a visualised coding interface to manipulate parameters and achieve interactive performance feedback at the early stage of urban regulation. Form-Based Code uses the modelling system in this research. It generates a specific morphology by controlling physical form with less focus on land use. With the rise of New Urbanism, Form-Based Code has been used in various American regulation projects. This research extends the application of Form-Based Code, adopting it for urban-peripheral environments outside of the USA. High-density cities where provide the volumetric morphology context is important for this work. Tsim Sha Tsui area of Hong Kong works as an experimental site.  The feasibility of parametric urban regulation is examined by developing a parametric modelling system for Form-Based Code in Hong Kong. Understanding the site’s form characteristics, the transect matrix of Form-Based Code is expanded by incorporating multi-layered zone types and regulating plans. Embedding the zones into parametric modelling software Rhinoceros 3D and Grasshopper 3D, a regenerative prototype works to create real-time scenarios responding to parameters, rules and geometry constraints. The results of parametric urban regulation are evaluated by both Form-Based Code standards and local urban regulation standards to assess its feasibility in context.  This research demonstrates that the parametric modelling system for Form-Based Code has both technological and implemental potential to work as an alternative approach to urban regulation, especially in complex developments. Form complexity is a reflection of sophisticated human-society systems and the sequential evolution of a dynamic morphology. Form-Based Code is enhanced by the parametric modelling system to describe and regulate form complexity in a logical manner. Additionally, although parametric Form-Based Code processing is based on the original Form-Based Code, it is not limited to that. Describing urban regulation with visualised models bridges specialists and the public in community demonstrations and code assembling. The parametric modelling system has a positive impact on resolving challenges, predicting outcomes, and applying urban regulation innovation to the volumetric morphology of high-density cities in Asia.</p>

scholarly journals "Walking the Walk”: Promoting Competencies for Interprofessional Learning through Team Meetings—A Case Study

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Matthew Links
Keyword(s):  
Professional Learning ◽  
Interprofessional Education ◽  
Core Competencies ◽  
Critical Issue ◽  
Interprofessional Learning ◽  
Team Meetings ◽  
Explicit Consideration ◽  
Professional Meeting ◽  
Learning Competencies

Background: Interprofessional learning is a key aspect of improving team-based healthcare. Core competencies for interprofessional education (IPE) activities have recently been developed, but there is a lack of guidance as to practical application. Methods and Findings: Cancer Forum is a weekly multi-professional meeting used as the case study for this report. Power was identified as a critical issue and six questions were identified as the basis for a structured reflection on the conduct of Cancer Forum. Results were then synthesised using Habermas’ delineation of learning as instrumental, normative, communicative, dramaturgical, and emancipatory. Power was a key issue in identified obstacles to inter professional learning. Leadership emerged as a cross-cutting theme and was added as a seventh question. The emancipatory potential of interprofessional learning benefited from explicit consideration of the meeting agenda to promote competencies of sharing role knowledge, teamwork and communication. Modelling of required skills fulfils a dramaturgical and normative role. Conclusions: The structured reflection tool highlighted the relationship between power and IPE competencies. It was essential to walk the walk as well as talk. The process followed provides a practical guide for using team meetings to promote interprofessional learning competencies and thereby improving patient care.

scholarly journals Readiness of Lecturers As A Facilitator In Interprofessional Education Learning In Antenatal Care

2018 ◽  
Vol 2 (1) ◽  
pp. 51-57
Author(s):  
Dina Zakiyyatul Fuadah ◽  
Muhammad Taukhid
Keyword(s):  
Experimental Design ◽  
Antenatal Care ◽  
Interprofessional Education ◽  
Statistical Tests ◽  
T Test ◽  
Educational Institutions ◽  
Learning Models ◽  
Interprofessional Learning ◽  
Qualitative And Quantitative ◽  
Before And After

Background: Many educational institutions in Indonesia are familiar with the concept of interprofessional learning or interprofessional education but not many have applied. Facilitator readiness, one of the causes of this method has not been implemented optimally. Purpose: This study aims to determine the readiness of the lecturer as a facilitator in interprofessional learning. Methods: The pre-experimental design, pre and posttest design was used to examine a sample of 20 respondents which included the lecturers of nursing, midwifery and nutrition obtained by purposive sampling. Instrument to measure the readiness of lecturers using the RIPLS questionnaire. Result: The results of statistical tests using the T-Test found that the readiness of lecturers in the positive category where there was a change in readiness before and after being given an intervention in the form of interprofessional learning training with a Pvalue of 0.021. Conclusion: Educational institutions are recommended to start developing interprofessional education models that are mutually agreed upon and supported by clear facilities, policies and regulations. Subsequent research is expected to explore more appropriate interprofessional  learning models through both qualitative and quantitative approaches

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