Digital transformation of face-to-face focus group methodology: engaging a globally dispersed audience in management of institutional change (Preprint)

2021 ◽  
Author(s):  
Mohamed Mahmoud ◽  
Anna TOKAR ◽  
Melissa ARRIAS ◽  
Christos MYLONAS ◽  
Heini UTUNEN ◽  
...  
Keyword(s):  
Focus Group ◽  
Learning Strategy ◽  
Transformation Process ◽  
World Health ◽  
Global Learning ◽  
Group Discussions ◽  
Face To Face ◽  
Global Workforce ◽  
The World ◽  
Health Organization

UNSTRUCTURED As part of its transformation process to meet the health challenges of the 21st century by creating a motivated and fit-for-purpose global workforce, the World Health Organization (WHO) is developing the first-ever global Learning Strategy for health personnel around the world. Focus group discussions (FGDs) were organized as part of in-depth qualitative research on staff views, visions, and suggestions. Due to the pandemic, a flexible, multi-linguistic, participatory, iterative methodology for digitization of face-to-face FDGs to engage a globally dispersed workforce was implemented.

scholarly journals Higher Education in the First Year of COVID-19: Thoughts and Perspectives for the Future

2021 ◽  
Vol 10 (3) ◽  
pp. 285
Author(s):  
Stefano Cesco ◽  
Vincenzo Zara ◽  
Alberto F. De Toni ◽  
Paolo Lugli ◽  
Giovanni Betta ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Lessons Learned ◽  
World Health ◽  
Pedagogical Issues ◽  
Face To Face ◽  
The World ◽  
Learning Software ◽  
Health Organization ◽  
The Impact

In the last year a new virus (SARS‑CoV‑2) and the disease caused by it (COVID-19) has quickly spread around the world, leading the World Health Organization to declare a public health emergency and, then, a global pandemic status. The strategies adopted by many countries to reduce the impact of the pandemic were mainly based on social distancing rules and on stay-at-home measures or lockdowns. These strategies had severe disruptive consequences on many sectors, including all levels of education. While the “traditional” (face-to-face) Higher Education (HE) system was unprepared for the lockdown (e.g., no plans for a massive shift to online teaching were available/ready), it reacted in an extremely quick and effective way, replacing face-to-face teaching with online teaching. While COVID-19 has been extremely challenging for education, the experience has undoubtedly provided positive inputs for the digitalization of the HE system. The question is however, if whether after the COVID-19 emergency everything will go back to the previous situation or instead if the pandemic has irreversibly changed HE. While we are still in the middle of the crisis, it is in our view beneficial to start to reflect on the challenges and open issues that emerged during this period and the lessons learned for the “new normal” (as it is often referred to). In this conceptual paper we seek to start this discussion by focusing on the following relevant aspects that should be considered to succeed in the digital transformation: broadband network infrastructure and hardware devices; e-learning software; organization of teaching activities; pedagogical issues; diversity and inclusivity; and a number of other issues. We conclude that the COVID-19 pandemic will irreversibly change HE and probably for the better.

scholarly journals Developing age-friendly city readiness: A case study from Depok City, Indonesia

2019 ◽  
Vol 7 ◽  
pp. 205031211985251
Author(s):  
Fatmah Fatmah ◽  
Vita Priantina Dewi ◽  
Yudarini Priotomo
Keyword(s):  
Focus Group ◽  
Group Discussion ◽  
Qualitative Approach ◽  
Point Of View ◽  
Green Spaces ◽  
World Health ◽  
The World ◽  
Health Organization ◽  
Depth Interviews

Depok, as one of the largest cities in Indonesia, has great potential to be an age-friendly city. Before the formation of age-friendly city is established, eight dimensions of age-friendly cities had been studied by the World Health Organization in 2013, but since 2013 these dimensions have not been assessed. The study aimed to assess the preparedness of Depok to be an age-friendly city with a qualitative approach from the stakeholders’ point of view. This study used a qualitative design involving 50 informants through in-depth interviews and focus group discussion techniques using purposive sampling. The findings indicate that Depok was deemed not yet prepared to be an age-friendly city due to an abundance of infrastructure deficiencies. There were not many changes in the facilities, such as infrastructure improvements in age-friendly city indicators and existing Regional Regulations of age-friendly cities, except for buildings and open green spaces. In general, Depok still needs time to achieve the age-friendly city where the community will have a good place to live, grow, and age in it.

Remote Teacher Preparation Amidst COVID-19

2021 ◽  
pp. 248-264
Author(s):  
Lindsey A. Chapman ◽  
Tara Mathien
Keyword(s):  
Teacher Preparation ◽  
Community Of Inquiry ◽  
World Health ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Face To Face ◽  
The World ◽  
Trauma Informed ◽  
Face To Face Instruction ◽  
Health Organization

In March 2020, the World Health Organization declared COVID-19 a worldwide pandemic. As a result, teacher preparation programs faced an immediate shift from face-to-face instruction and field experiences to virtual learning with little lead time. This chapter presents a trauma-informed community of inquiry (CoI) framework with a specific focus on teacher preparation. It offers insights for course revision, pedagogy and instruction, and interactions with students during these unprecedented times through examining implementation and collaboration efforts within two programs.

scholarly journals WHO efforts to promote reporting of adverse events and global learning

2013 ◽  
Vol 2 (3) ◽  
pp. 29 ◽  
Author(s):  
Itziar Larizgoitia ◽  
Marie-Charlotte Bouesseau ◽  
Edward Kelley
Keyword(s):  
Patient Safety ◽  
Adverse Event Reporting ◽  
Learning Systems ◽  
World Health ◽  
Global Learning ◽  
Technical Developments ◽  
Reporting Systems ◽  
The World ◽  
Health Organization ◽  
Patient Safety Incidents

<p>Despite the importance of reporting systems to learn about the casual chain and consequences of patient safety incidents, this is an area that requires of further conceptual and technical developments to conduce reporting to effective learning. The World Health Organization, through its Patient Safety Programme, adopted as a priority the objective to facilitate and stimulate global learning through enhanced reporting of patient safety incidents. Landmark developments were the <em>WHO Draft Guidelines for Adverse Event Reporting and Learning Systems</em>, and the <em>Conceptual Framework for the International Classification for Patient Safety</em>, as well as the <em>Global Community of Practice for Reporting and Learning Systems</em>. WHO is currently working with a range of scientists, medical informatics specialists and healthcare officials from various countries around the world, to arrive at a Minimal Information Model that could serve as a basis to structure the core of reporting systems in a comparable manner across the world. Undoubtedly, there is much need for additional scientific developments in this challenging and innovative area. For effective reporting systems and enhanced global learning, other key contextual factors are essential for reporting to serve to the needs of clinicians, patients and the healthcare system at large. Moreover, the new data challenges and needs of organizations must be assessed as the era of <em>big data </em>comes to heath care. These considerations delineate a broad agenda for action, which offer an ambitious challenge for WHO and their partners interested in strengthening learning for improving through reporting and communicating about patient safety incidents.</p>

scholarly journals Uma escola com currículo International Baccalaureate e a sua relação com a atividade física (Una escuela con un plan de estudios de Bachillerato Internacional y su relación con la actividad física) (A school with the International Baccalaureate curricul

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 705-713
Author(s):  
Joao Cheira ◽  
Adilson Marques ◽  
João Martins ◽  
Miguel Peralta ◽  
Miguel Ángel González Valeiro
Keyword(s):  
Physical Activity ◽  
Focus Group ◽  
International Baccalaureate ◽  
International School ◽  
School Principal ◽  
World Health ◽  
School Sports ◽  
The World ◽  
Health Organization ◽  
Different Parts

Este estudo analisou a oferta de uma escola internacional com o currículo International Baccalaureate (IB) para que os alunos, de ambos os sexos, possam cumprir as recomendações de atividade física (AF) da Organização Mundial de Saúde (OMS). Participaram 236 alunos (118 rapazes e 118 raparigas) com idades compreendidas dos 10 aos 17 anos, a diretora da escola e um grupo focal de 12 alunos. Utilizou-se mixed methods, através de entrevista com a diretora da escola, grupo focal de alunos e questionários aplicados aos alunos. Foram avaliados: a frequência no Desporto Escolar (DE); a perceção da carga horária do DE; as perspetivas sobre o currículo IB; o ambiente físico e social da escola. Após as análises, verificou-se que há mais rapazes a cumprir as recomendações de AF da OMS do que raparigas, que os alunos podem cumprir essas mesmas recomendações apenas com atividades realizadas na escola e que o currículo IB possibilita que os alunos realizem desportos variados oriundos de diferentes países. Resumen. Este estudio analizó la oferta de un colegio internacional con el plan de estudios de Bachillerato Internacional (BI) para que los alumnos, de ambos géneros, puedan cumplir con las recomendaciones de actividad física (AF) de la Organización Mundial de la Salud (OMS). Participaron 236 estudiantes (118 niños y 118 niñas) de 10 a 17 años, el director de la escuela y un grupo focal de 12 estudiantes. Se utilizaron métodos mixtos, a través de una entrevista con el director de la escuela, un grupo focal de estudiantes y cuestionarios aplicados a los estudiantes. Se evaluaron: frecuencia en Deporte Escolar (DE); la percepción de la carga de trabajo de DE; perspectivas sobre el currículo del BI y el entorno físico y social de la escuela. Después de los análisis, se encontró que hay más niños que niñas que cumplen con las recomendaciones de AF de la OMS, que los estudiantes solo pueden cumplir estas recomendaciones con actividades realizadas en el colegio y que el currículo del IB permite a los estudiantes practicar deportes variados de diferentes países. Abstract. This study analysed what does an international school with the curriculum International Baccalaureate (IB) offer so that students from both genders can fulfil the recommendations for physical activity from the World Health Organization (WHO). A total of 236 (118 boys and 118 girls) students, ages between 10 and 17 years old participated in the study, the school principal and a focus group of 12 students also participated in the study. Mix methods were used, through interview with the school principal, focus group and the questionnaires applied to the students. It was assessed: frequency in the school sports; perception of the time given to school sports; perspectives about the IB curriculum; the physical and social environment of the school. After the analysis, it was possible to verify that there are more boys than girls following the recommendations of physical activity of the WHO. And also, that it is possible for students to follow those recommendations just with activities performed in school and that the IB curriculum gives the students the chance of practicing a variety of sports that come from different parts of the world.

scholarly journals Family and religion’s influence on Arab immigrant mothers’ initiation and exclusive breastfeeding

2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Roqaia Ahmad Dorri ◽  
Tam Truong Donnelly ◽  
Elaine McKiel ◽  
Shelley Raffin Bouchal
Keyword(s):  
Exclusive Breastfeeding ◽  
World Health ◽  
Sociocultural Factors ◽  
Face To Face ◽  
Immigrant Mothers ◽  
Factors Influencing ◽  
Breastfeeding Practices ◽  
The World ◽  
Health Organization ◽  
Health Canada

Breastfeeding is known to provide health benefits for newborns and breastfeeding mothers. The World Health Organization and Health Canada recommend exclusive breastfeeding for the first six months of an infant’s life. However, the rates of exclusive breastfeeding practices among Arab immigrant mothers are lower when compared with rates for non-immigrant Canadian mothers and mothers in the immigrants’ countries of origin. Critical ethnography was used to explore the breastfeeding practices among immigrant Arab mothers in Alberta, Canada, and factors influencing their decision or ability to breastfeed exclusively. Face-to-face interviews were conducted with 10 participants, followed by thematic analysis of the qualitative narrative data. The results indicated that family and religion are the sociocultural factors that primarily influenced the mothers’ initiation and exclusive breastfeeding practices. The findings from this study can facilitate culturally safe and sensitive interventions to address Arab mothers’ breastfeeding needs and promote exclusive breastfeeding within this population in Canada.

Erstes Instrument zur standardisierten Erfassung der Teilhabe Behinderter

2017 ◽  
Vol 79 (07) ◽  
pp. 526-527
Keyword(s):  
World Health Organization ◽  
World Health ◽  
The World ◽  
Health Organization ◽  
Menschen Mit Behinderung

Coenen M et al. [Recommendation for the collection and analysis of data on participation and disability from the perspective of the World Health Organization]. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz 2016; 59: 1060–1067 Um eine gleichberechtigte Teilhabe an der Gesellschaft von Menschen mit Behinderung zu ermöglichen, werden zunächst Daten zu vorhandenen Einschränkungen gebraucht. Erst wenn diese detailliert erhoben wurden, können Konzepte zur Beseitigung von Problemen entwickelt werden. Ein standardisiertes Erhebungsinstrument für alle Aspekte der Funktionsfähigkeit fehlte jedoch bisher.

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