WE-D-204-03: CAMPEP Residencies in a Canadian Context: Comprehensive Cancer Centers and Integrated Learning Environments

2016 ◽  
Vol 43 (6Part39) ◽  
pp. 3808-3808
Author(s):  
W. Parker
Keyword(s):  
Learning Environments ◽  
Integrated Learning ◽  
Cancer Centers ◽  
Comprehensive Cancer Centers ◽  
Canadian Context

Wie bewährt sich das Konzept in der Praxis?

2010 ◽  
Vol 01 (01) ◽  
pp. 44-44
Author(s):  
Rainer Bubenzer
Keyword(s):  
Cancer Centers ◽  
Comprehensive Cancer Centers

Comprehensive Cancer Centers als interdisziplinäre, die Grundlagenwissenschaften einbeziehende Kompetenzzentren für Krebserkrankungen erweitern das Aufgabenspektrum der klassischen Tumorzentren. Aktuelle Probleme betreffen ihre nachhaltige Finanzierung (vor allem im Bereich der Patientenversorgung), die noch unzureichende wissenschaftliche Evaluation, die potenziell größer werdende Kluft der Patientenversorgung in Zentren und in der Fläche sowie die unklare Positionierung der Forschung zwischen öffentlichen und kommerziellen Interessen. Ein Fach-Symposium in Berlin gab aktuelle Einblicke in die Arbeit einiger Spitzenzentren.

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

Screening for Palliative Care Needs: Pilot Data From German Comprehensive Cancer Centers

2021 ◽  
pp. OP.20.00698
Author(s):  
Carmen Roch ◽  
Maria Heckel ◽  
Birgitt van Oorschot ◽  
Bernd Alt-Epping ◽  
Mitra Tewes
Keyword(s):  
Palliative Care ◽  
Human Resources ◽  
Structural Characteristics ◽  
Physical Symptoms ◽  
Screening Tools ◽  
Current Status ◽  
Care Needs ◽  
Cancer Centers ◽  
Comprehensive Cancer Centers ◽  
Palliative Care Needs

PURPOSE: Guidelines recommend several screening tools to identify patients with complex palliative needs. This diversity and lack of structural recommendations offer a wide scope for implementing screening. Against this background, the current status of implementation at German Comprehensive Cancer Centers (CCCs) funded by the German Cancer Aid has not yet been investigated. METHODS: e-mail survey of the 17 hospital sites of the 13 CCCs. The questionnaire asked for structural characteristics of the centers as well as preconditions of the screening process. Structurally established screening procedures (one item) and standardized workflows, modes of performance, screening tools (four items), modes of training how to screen, and responsibilities (two items) were assessed. RESULTS: In a 2-month period, 15 hospital sites responded; seven hospital sites conducted a palliative care needs (PCN) screening. Only one hospital site carried out PCN screening in almost all oncology departments, but only with the distress thermometer. Other hospital sites determined palliative needs by assessing physical symptoms using the Integrated Palliative Care Outcome Scale or the Minimal Documentation System, and two hospital sites combined tools to determine both physical and psychological stress. The type of screening varied from paper-pencil–based to tablet computer–based documentation. The main barriers to implementation were identified as a lack of human resources and a lack of structural conditions. CONCLUSION: There is a lack of consensus among palliative care specialists and oncologists in the CCCs supported by the German Cancer Aid in PCN screening as well as of structured guidelines and the professional association. Structural requirements should be adapted to these needs, which include both technical and human resources. A combined psycho-oncologic and palliative care screening might help to formulate best practice recommendations.

Developing Integrated Learning Environments for Improved Outcomes

2021 ◽  
pp. 107-122
Author(s):  
Sara Hillis Ousby ◽  
Sam Williamson
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Environments ◽  
Design Thinking ◽  
Bachelor's Degree ◽  
Integrated Learning ◽  
Fully Integrated ◽  
Improved Outcomes ◽  
Current Context ◽  
Self Authorship

This chapter addresses the use of design thinking in created integrated learning environments where student learning is captured across curricular and co-curricular experiences. The chapter outlines the current context and trends in higher education that demonstrate the need for integrated learning environments and the need to assess experiential learning by centering students in the process. Centering students in the process of designing integrated learning environments empowers them on a path of self-authorship where students identify the goals of learning, how that learning will be documented, and how experiences scaffold to ensure students move from introduction to mastery of skills. The chapter concludes with examples from campuses that have created integrated environments where learning is documented and recorded, including examples of comprehensive learner records and a fully integrated bachelor's degree program.

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