The Italian Master in Clinical Bioethics Consultation: 2013-2020 Experience

2021 ◽  
Vol 66 (Special Issue) ◽  
pp. 152-152
Author(s):  
Dario Sacchini ◽  
◽  
Pietro Refolo ◽  
Barbara Corsano ◽  
Mario Picozzi ◽  
...  
Keyword(s):  
Ethics Consultation ◽  
Learning Needs ◽  
Clinical Settings ◽  
Local Health ◽  
University Campus ◽  
Clinical Bioethics ◽  
Sacred Heart ◽  
Health And Social Care ◽  
The One ◽  
Basic Features

"This work is aimed at critically illustring the eight-year experience of the Master in “Clinical Bioethics Consultation” (2013-2020). This advanced second-level Master was promoted in 2013 by the Catholic University of the Sacred Heart of Rome, and co-worked by other Italian clinical as well as academic institutions (University Campus Bio-medico of Rome, Insubria University of Varese, “Federico II” University of Naples, Lanza Foundation of Padua, Local Health and Social Care Unit n. 7 (ULSS) of Veneto Region, Treviso; Ospedale San Giovanni Calibita Fatebenefratelli – Isola Tiberina, Rome, and Italian Group for clinical ethics consultation (GIBCE)). To this aim, it first will discuss two points: on the one hand, an epistemological one, i.e. the justification of the activity of ethics consultant in clinical settings supported by the authors; on the other hand, a pedagogical one, i.e. the identification of the learning needs clinical bioethics gives birth to. The second part of the work will focus on the experience of the Master, explaining its basic features (objectives, methods, contents, evaluation tools, etc), offering a critical review, and identifying the challenges this initiative has to face in the next future. "

scholarly journals The Current Status and Problems with the Implementation of Interprofessional Education in Japan.

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Sachiko Ogawa ◽  
Yoshinori Takahashi ◽  
Misako Miyazaki
Keyword(s):  
Community Development ◽  
Interprofessional Education ◽  
Social Care ◽  
Current Status ◽  
Future Research ◽  
Clinical Settings ◽  
Community Based ◽  
Social Settings ◽  
Health And Social Care ◽  
Key Issues

Background: Although interprofessional education (IPE) has come to be considered essential in health and social care education programs, most IPE programs in Japan focus on clinical settings. However, following the 2011 Great East Japan Earthquake, IPE programs are considered essential for community development, especially in disaster-affected areas. To identify key issues for the development of IPE, we aimed to clarify the current status of IPE programs and problems in their implementation using an original questionnaire. Methods and Findings: The targets were 865 undergraduate courses that qualify students to take national registered health/social care examinations. Effective responses were received from 284 targets. Of these 284 respondents, 103 respondents had already implemented an IPE program and 181 respondents had not. Among the 103 respondents who had already implemented an IPE program, we found a tendency to collaborate with partners in clinical settings or in social settings. Furthermore, respondents who had implemented or were planning to implement an IPE program had difficulty with ‘interdisciplinary and/or extramural collaboration’ and ‘educational factors’. Conclusions: These difficulties could be considered barriers to developing effective IPE programs for community-based collaboration between health and social care professionals. Future research should investigate more specific solutions to these problems.

scholarly journals KEMAMPUAN BERPIKIR KRITIS MELALUI PEMBELAJARAN MATEMATIKA DENGAN PROBLEM BASED LEARNING

Eksponen ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 55-66
Author(s):  
Berta Apriza
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Needs ◽  
The Social ◽  
Learning Programs ◽  
Mathematical Problems ◽  
The One

Education functions to upgrading, forming, character and develop civilization nation. Having the ability to think and actions to effective and creative in the realm of abstract and concrete can be used as self development independently. Students need to armed with critical thinking skills, systematic, logical, creative, and cooperate effectively to obtain, choose, and manage an information. Mathematics learning is directed to develop critical thinking skills and discussed open and objective because mathematics having strong and structure clear and links between the concept of the one with another concept. By analyzing learning needs of mathematics, formulate and designed a learning programs, choose a strategies and evaliated them correctly to get good results. The ability critical thinking is very important in studying new matter and that known way, and learn to ask effectively and reach a conclusion consistent with the facts. Mathematic learning with problem based learning is the concept of better used activity of the student during learning. In accordance with statements from Westwood (2008: 31) stated that PBL: 1) propel oneself directly in learning, 2) prepared students to critical thinking and analytical, 3) give opportunity to students to identify, find and use numerous this approuch in should think, 4) is the learning is very closely related to the real world and motivate students, 5) involving activeness in integrating information and skills of various the discipline, and 6) knowledge and strategy by the possibility of will be maintained and tranferred to the learning situation other, improve the ability to communicate and the social skills needed to cooperation and teamwork. By chance the learning process as an alternative in solving mathematical problems with using the ability critical think an to cultivate the scientific attitude of student.

scholarly journals The Influence of Learning Styles on Perception and Preference of Learning Spaces in the University Campus

Buildings ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. 572
Author(s):  
Shiqi Wang ◽  
Chenping Han
Keyword(s):  
Learning Styles ◽  
Influence Factors ◽  
Individual Preference ◽  
Subjective Assessment ◽  
Two Dimensions ◽  
Learning Needs ◽  
University Campus ◽  
Traditional Classrooms ◽  
Learning Spaces ◽  
Learning Space

Good academic performance will occur when learning spaces match or support individual preference and needs. This effect depends on environmental characteristics and individual attributes. Learning styles (LSs) have been used as a tool to capture the behavioral and psychological characteristics of learners in the process of learning activities, which provide instructions to address their learning needs. However, few have focused on the perceptual characteristics of learning space from the view of distinct learning styles. The research aims to identify which kinds of learning spaces in university campus have been preferred by students with different learning styles respectively and the spatial characteristics which have significant influence on the distinct evaluation results; the research consists of 178 college students’ LSs measurement conducted by the Index of Learning Styles questionnaire and their subjective assessment to five typical learning spaces obtained by 5-point Likert-type scale. Then, the key spatial influencing factors were identified by the focus group interviews; the results firstly ranked the learning spaces according to their satisfaction evaluation and restorative potential. The self-study rooms are rated highest, followed by professional classroom, traditional classroom, and multimedia classroom. Then, two dimensions of learning styles were proved as having considerable effects on perception. Specifically, there are significant differences between visual and verbal learners’ evaluations of multimedia classrooms and traditional classrooms, and between global and sequential learners’ evaluations of multimedia classrooms, informal learning spaces, and learning buildings. The other two dimensions including perceiving and remembering have no obvious impacts on learners’ perception of any learning spaces. At last, the important influence factors of perceptions of five typical learning spaces were identified, respectively, and their different effects on various groups were discussed. For example, the serious atmosphere in traditional classrooms was regarded as a motivation for sensing learners but a stress for intuitive learners. The studies emphasize the perceptual difference on learning space in terms of students’ unique learning styles and key points for each kind of learning space with regard to satisfaction of personalized needs. However, before it can be used by designers as tools, more research is needed.

Continuing Education and the Geographically Isolated Therapist

1983 ◽  
Vol 50 (4) ◽  
pp. 125-132 ◽  
Author(s):  
Laura M. Harvey
Keyword(s):  
Continuing Education ◽  
Program Planning ◽  
Geographic Location ◽  
Survey Method ◽  
Learning Needs ◽  
Family Responsibility ◽  
The One ◽  
Descriptive Survey ◽  
The Relationship ◽  
Geographically Isolated

The relationship between therapists' geographic location and three program planning variables in continuing education was studied using the descriptive survey method. The findings suggested that learning needs were high in evaluation related competencies and that family responsibility and lack of appropriate programs were major barriers to participation. The overwhelming preference in delivery systems was the one or two day workshop. The study concluded that there were few significant differences between urban and rural therapists in relation to the variables studied indicating restraint rather than innovation in programming for the geographically isolated therapist.

Adjustment Disorder and Its Clinical Management

2017 ◽  
Author(s):  
Mauro Giovanni Carta ◽  
Antonio Preti
Keyword(s):  
Adjustment Disorder ◽  
Operational Definition ◽  
Clinical Settings ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Key Words Adaptation ◽  
The One ◽  
Definition Of ◽  
Anxiety Depression

Adjustment disorder is a condition of subjective emotional distress triggered as a consequence of a meaningful change in life. The diagnosis of adjustment disorder is hindered by the difficult operational definition of stress and of its related concept of “vulnerability,” by the problem of disentangling symptoms of adjustment disorder from those attributable to comorbid anxiety and mood disorders, and by the poor boundaries of the disorder with other stress-related conditions on the one hand and with common adaptation to life events on the other. Despite the high frequency of its diagnosis in clinical settings, there has been relatively little research on the adjustment disorder and, consequently, very few hints about its treatments. Several psychotherapies have been developed to deal with patients diagnosed with adjustment disorder, with inconclusive evidence on their effectiveness. Antidepressants may abate the symptoms and help patients reacquire occupational and social functioning. The medium-term outcome of adjustment disorder is good, with 70 to 80% of those diagnosed with it showing no evidence of psychopathology when reassessed 5 years from the episode. However, when comorbid with a personality disorder or a substance use disorder, the short-term risk of suicide may be increased. The long-term outcome of adjustment disorder seems to be worse in children and adolescents than in adults. In particular, adolescents diagnosed with adjustment disorder were more likely than adults to have received a diagnosis of a severe mental disorder at the 5-year follow-up, including schizophrenia, schizoaffective disorder, and bipolar disorder. This review contains 1 figure, 6 tables, and 52 references. Key words: adaptation, adjustment disorder, anxiety, depression, stress, trauma, treatment, vulnerability

Educational Podcasts at University Campus Suffolk

2011 ◽  
pp. 187-208 ◽  
Author(s):  
Tim Goodchild ◽  
Sam Chenery-Morris
Keyword(s):  
Case Studies ◽  
Ad Hoc ◽  
Developmental Process ◽  
Learning Experience ◽  
Small Scale ◽  
University Campus ◽  
Health And Social Care ◽  
Wide Range ◽  
History Of ◽  
Evaluative Research

This chapter will explore the introduction and development of podcasts at University Campus Suffolk (UCS). The podcasts discussed in this chapter have all been developed in relation to pre-registration health and social care courses within the Faculty of Health at UCS. UCS is a relatively new university, and has a wide range of professional courses including nursing, midwifery, radiography, operating department practice and social work. The chapter will begin with a discussion of where podcasts sit in the paradigm of mobile learning and then a brief history of podcasting. The introduction of podcasts at UCS has been ad-hoc and mostly in response to ideas for developing the wider student learning experience. This ad-hoc approach has led to the development of a model for their educational use. Three case studies will be outlined, followed by presentation of the model. These case studies will show how podcasts came to be utilised, and the progression of our thoughts and experiences which have informed their current and future development at UCS. Small scale evaluations throughout the developmental period, and informal student feedback have helped inform the progression of podcasting at UCS. These evaluations have driven the increased use of podcasts at UCS, with students enjoying the experience of using podcasts, and also the ability to digest the podcasts at a time of their choosing. However, it should be noted that because of the nature of the developmental process, full scale evaluative research is only now being undertaken.

scholarly journals The Importance of Multicultural Education in Schools in the Era of ASEAN Economic Community

2017 ◽  
Vol 13 (4) ◽  
pp. 78 ◽  
Author(s):  
Imron Arifin ◽  
Agustinus Hermino
Keyword(s):  
Multicultural Education ◽  
Human Resource Development ◽  
Learning Needs ◽  
Economic Community ◽  
Human Right ◽  
Knowledge Based Economy ◽  
Internalization Process ◽  
Asean Economic Community ◽  
The One ◽  
The Right

The purpose of this paper is to provide an understanding importance of multicultural education for students in the schools relate with diversity in the era of Asean Economic Community. The ASEAN, which groups eleven countries, is a very diverse region, with different dynamics that are owned by their respective countries, particularly when associated with education. Diversities can be seen from the many islands, ethnicity, culture, language and religion. Regardless all those differences, these eleven countries share a similar emphasis on human resource development as a key in developing the whole nation to enter the knowledge-based economy and global environment. Pluralism that is the one of the power and uniqueness in the ASEAN Economic Community that can be interpreted as diversity in unity. Diversity, on the one hand is a blessing, because it actually reflects the diversity of the wealth of cultural treasures. But on the other hand, diversity is also great potential for growing proliferation of conflicts, particularly if such diversity is not able to run well. To build the ASEAN community who recognize and appreciate the differences required processes and better understanding through relevant education. Education, as a fundamental human right, is considered very important and strategic for developing their human resources. The right to education imposes an obligation upon countries to ensure that all children and citizens have opportunities to meet their basic learning needs. Promoting quality and equity education is a common policy for countries regardless their different levels of development. Herein lies the importance of multicultural education. Multicultural education becomes strategic for ASEAN nations to be able to manage the plurality creatively, and can be interpreted as an internalization process of values in educational institutions.

Nietzsche’s Therapy of Therapy

2017 ◽  
Vol 46 (1) ◽  
Author(s):  
Marta Faustino
Keyword(s):  
Western Culture ◽  
The Self ◽  
The Other ◽  
Philosophical Tradition ◽  
Other Hand ◽  
The One ◽  
Basic Features

AbstractThis paper examines Nietzsche’s relation to the therapeutic philosophical tradition paradigmatically represented by the Hellenistic schools. On the one hand, given his project of rehabilitating Western culture and his understanding of the philosopher as a “physician of culture”, Nietzsche seems also to hold a therapeutic understanding of philosophy; on the other hand, he is extremely critical of any (philosophical, moral or religious) attempt to heal mankind. This paper does not aim to solve this tension but rather characterizes Nietzsche’s endeavor in this respect as a therapy of therapy. Through analysis of a) the basic features of the Hellenistic conception of philosophy, b) Nietzsche’s development of the analogy of the “philosophical physician”, c) his diagnosis of culture, and d) his criticism of previous therapists, I show that Nietzsche can be formally included in this tradition of thought, even if this inclusion has implications for the tradition itself. As I suggest, given the self-referentiality of Nietzsche’s therapy, his inclusion in this tradition might in fact simultaneously entail its own self-suppression.

scholarly journals Best Paper Selection

2020 ◽  
Vol 29 (01) ◽  
pp. 091-092
Keyword(s):  
Respiratory Diseases ◽  
Social Care ◽  
Healthcare Providers ◽  
Health Department ◽  
Mixed Methods Study ◽  
Local Health ◽  
Health Records ◽  
Health And Social Care ◽  
Perceived Workload ◽  
Data Collections

Hosseini M , Faiola A, Jones J, Vreeman DJ, Wu H, Dixon BE. Impact of document consolidation on healthcare providers’ perceived workload and information reconciliation tasks: a mixed methods study. J Am Med Inform Assoc 2019;26(2):134-42 https://academic.oup.com/jamia/article/26/2/134/5253582 Yeung T. Local health department adoption of electronic health records and health information exchanges and its impact on population health. Int J Med Inform 2019;128:1-6 https://www.sciencedirect.com/science/article/abs/pii/S1386505618310426?via%3Dihub Souza J, Santos JV, Canedo VB, Betanzos A, Alves D, Freitas A. Importance of coding co-morbidities for APR-DRG assignment: Focus on cardiovascular and respiratory diseases. Health Inf Manag 2020;49(1):47-57 https://journals.sagepub.com/doi/full/10.1177/1833358319840575?url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub++0pubmed Hannigan A, Villarroel N, Roura M, LeMaster J, Basogomba A, Bradley C, MacFarlane A. Ethnicity recording in health and social care data collections in Ireland: where and how is it measured and what is it used for?. Int J Equity Health 2019;19(1):2 https://equityhealthj.biomedcentral.com/articles/10.1186/s12939-019-1107-y

scholarly journals New networked technologies and carers of people with dementia: an interview study

2010 ◽  
Vol 30 (6) ◽  
pp. 1073-1088 ◽  
Author(s):  
JOHN POWELL ◽  
LEE GUNN ◽  
PAM LOWE ◽  
BART SHEEHAN ◽  
FRANCES GRIFFITHS ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
New Technologies ◽  
Group Discussion ◽  
Personal Contact ◽  
People With Dementia ◽  
New Information ◽  
Health And Social Care ◽  
Actual Use ◽  
Information And Communication ◽  
The One

ABSTRACTDementia is one of the greatest contemporary health and social care challenges, and novel approaches to the care of its sufferers are needed. New information and communication technologies (ICT) have the potential to assist those caring for people with dementia, through access to networked information and support, tracking and surveillance. This article reports the views about such new technologies of 34 carers of people with dementia. We also held a group discussion with nine carers for respondent validation. The carers' actual use of new ICT was limited, although they thought a gradual increase in the use of networked technology in dementia care was inevitable but would bypass some carers who saw themselves as too old. Carers expressed a general enthusiasm for the benefits of ICT, but usually not for themselves, and they identified several key challenges including: establishing an appropriate balance between, on the one hand, privacy and autonomy and, on the other: maximising safety; establishing responsibility for and ownership of the equipment and who bears the costs; the possibility that technological help would mean a loss of valued personal contact; and the possibility that technology would substitute for existing services rather than be complementary. For carers and dementia sufferers to be supported, the expanding use of these technologies should be accompanied by intensive debate of the associated issues.

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