An experiential learning collaborative on quality improvement for interprofessional learners

2021 ◽  
pp. 1-4
Author(s):  
Christopher W Goodman ◽  
Julie Justo ◽  
Cindy Merrow ◽  
Phillip Prest ◽  
Elizabeth Ramsey ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Experiential Learning ◽  
Learning Collaborative

scholarly journals Experiential and Integrated Learning Environments – Teaching Urban Design Studio at Curtin University

2020 ◽  
Author(s):  
Francesco Maria Mancini ◽  
Tanja Glusac
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Urban Design ◽  
Action Learning ◽  
Urban Setting ◽  
Advanced Technology ◽  
Design Studio ◽  
Integrated Learning ◽  
Learning Collaborative ◽  
The Government

Experiential Learning and Integrated Learning Environments in Architecture is a pedagogic project based on action learning (Revans, 1980) that challenges the traditional design studio teaching approach to Architectural/Urban Design and builds on Dewey (1939) and Kolb (1984) theories of experiential learning. An innovative model of teaching Urban Design to Master of Architecture students has been trailed for the first time in 2018, when the studio was set in the City of Bayswater, and has been refined over the course of 2019 in two separate study periods – Study Period 1 (Rome/Milan Study Tour) and Semester 2. This model provides students with an opportunity to collaboratively learn from and re-design the existing urban environments by immersing themselves in the very context they are studying. The proximity of the classroom to the urban setting presented an opportunity for students to draw comparisons and analysis between national and international examples and that of the surrounding urban milieu. Additionally, advanced technology supportive of distributed learning environment and intense collaboration with industry such as Hassell, Element and The Office of the Government Architect (OGA), coupled with opportunities to visit various practices, provided deeper insights and an all rounded approach to learning and engaging with architecture. Keywords: experiential learning; collaborative learning environments; architecture, urban design

scholarly journals Identifying and Analyzing Systems Failures: An Interactive, Experiential Learning Approach to Quality Improvement for Clerkship-Level Medical Students

MedEdPORTAL ◽  
2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Galina Gheihman ◽  
Brent P. Forester ◽  
Niraj Sharma ◽  
Cynthia So-Armah ◽  
Kathleen A. Wittels ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Medical Students ◽  
Experiential Learning ◽  
Learning Approach

scholarly journals A Case Study on Experiential Learning in a First-Year General Education Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Niki Weller ◽  
Julie Saam
Keyword(s):  
Experiential Learning ◽  
Student Success ◽  
General Education ◽  
High Impact ◽  
Faculty Members ◽  
First Year ◽  
Learning Collaborative ◽  
Indiana University ◽  
High Impact Practices

Experiential-learning provides opportunities for students that feature a variety of high-impact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these opportunities within their courses and degrees. Indiana University Kokomo has offered two successful programs to support these high-impact practices. One program, the Kokomo Experience and You (KEY), supports faculty in the development and implementation of events and activities to support student learning. The other, the Student Success Academy Faculty Fellows Program, provided faculty members the opportunity to examine research and concepts so that they can better promote student success in their classrooms. Building on the success of these two programs, a third initiative, the Experiential Learning Academy (ELA), was launched in 2018, funded by a Reimagining the First Years mini-grant from AASCU.

scholarly journals Quality Improvement Learning Collaborative Improves Timely Newborn Follow-Up Appointments

2019 ◽  
Vol 45 (12) ◽  
pp. 808-813
Author(s):  
Emily Scott ◽  
Stephen Downs ◽  
Amy Pottenger ◽  
Michele Saysana
Keyword(s):  
Quality Improvement ◽  
Learning Collaborative

scholarly journals Development of a Quality Improvement Learning Collaborative to Improve Pediatric Sepsis Outcomes

PEDIATRICS ◽  
2020 ◽  
Vol 147 (1) ◽  
pp. e20201434
Author(s):  
Gitte Y. Larsen ◽  
Richard Brilli ◽  
Charles G. Macias ◽  
Matthew Niedner ◽  
Jeffery J. Auletta ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Learning Collaborative ◽  
Pediatric Sepsis

scholarly journals Improving Screening for Sexual Activity and STIs among Adolescents in Urban Primary Care: Results of a Learning Collaborative Approach to Quality Improvement

2014 ◽  
Vol 54 (2) ◽  
pp. S63-S64
Author(s):  
M. Diane McKee ◽  
Elizabeth Alderman ◽  
Claudia Lechuga ◽  
Arthur E. Blank ◽  
Andrew D. Racine ◽  
...  
Keyword(s):  
Primary Care ◽  
Quality Improvement ◽  
Sexual Activity ◽  
Collaborative Approach ◽  
Learning Collaborative

Developing a virtual collaborative to facilitate palliative care and quality improvement learning in oncology.

2013 ◽  
Vol 31 (31_suppl) ◽  
pp. 252-252 ◽  
Author(s):  
Arif Kamal ◽  
Kristen McNiff ◽  
Ann A. Prestrud ◽  
Dale Lupu ◽  
Molly Gavigan ◽  
...  
Keyword(s):  
Palliative Care ◽  
Quality Improvement ◽  
Best Practices ◽  
Technology Development ◽  
Evidence Base ◽  
Evaluation Methods ◽  
Quality Improvement Intervention ◽  
Learning Collaborative ◽  
Care Needs ◽  
Oncology Practice

252 Background: Despite a strong evidence base and increasing calls for integration, oncologists find it difficult to deliver primary palliative care concurrent with standard oncology care. Solutions that promote practical integration of palliative care in oncology are needed. In an AHRQ-funded pilot, ASCO and the American Academy of Hospice and Palliative Medicine are developing the Virtual Learning Collaborative (VLC) to develop and test a scalable model for quality improvement and dissemination of best practices in palliative care within the oncology setting. Methods: The VLC will be a web-based learning and collaboration system built upon existing ASCO technology resources. We will select at least 25 oncology practices to participate in regular, facilitated learning sessions, collaborative discussions, and sharing of best practices. The VLC will equip each practice with the knowledge, tools, and coaching to select, test, and adopt a quality improvement intervention relevant to their own palliative care needs. Development of the VLC is ongoing; oncology practices begin participation in Spring 2014. Results: We will assess the VLC using protocol-driven evaluation methods common to technology development, quality improvement, implementation science, and educational initiatives. VLC usability, feasibility, and acceptability will be assessed through surveys of participating practices and focus groups. Longitudinal changes in conformance to palliative care metrics will be assessed using ASCO’s Quality Oncology Practice Initiative (QOPI) system. We will use mixed qualitative and quantitative evaluation methods to assess ongoing changes in clinician knowledge and self-efficacy in applying palliative care principles. Conclusions: We aim to develop and test a novel method for facilitating quality improvement and palliative care learning in oncology. Through this pilot, we will refine the VLC for implementation in the greater oncology community. Ultimately, this effort supports other ASCO and AAHPM quality improvement initiatives focused on clinician education and dissemination of best practices.

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