scholarly journals Faith, Hope & Love: Postscript on Interprofessional Processes for Innovating Generation / Foi, espoir et amour : postscript sur les processus interprofessionnels de génération novatrice

2018 ◽  
Vol 45 (1) ◽  
pp. 129-152
Author(s):  
Pauline Sameshima ◽  
Sean Wiebe
Keyword(s):  
Interprofessional Education ◽  
Learning Strategy ◽  
Interdisciplinary Teams ◽  
Art Exhibition ◽  
Team Collaboration ◽  
Health Care Practices ◽  
Interdisciplinary Approaches ◽  
Working Together ◽  
Innovation Capacity ◽  
Travail En Équipe

Abstract: Universities Canada, Canada Council, and numerous sources urge the development of creativity and innovation capacity by leveraging broad interdisciplinary approaches, collaboration, and partnerships and networking; however, the relational mechanics of working together on interdisciplinary teams and in combinatory partnerships remain equivocal. Drawing on health care practices of interprofessional education, the authors present three tenets, a currere of team collaboration. They offer eight collaboratively created ekphrastic poems written for a curated international touring printmakers’ art exhibition and use their poetry writing process as a generative learning strategy and example for explaining how to frame a path to authentic collaboration.Keywords: Interdisciplinary research; Poetic inquiry; Ekphrasis; Collaborative research; Interprofessional education; Currere. Résumé : Universités Canada, le Conseil des arts du Canada et plusieurs sources prônent le développement de la créativité et de la capacité d’innovation par le biais de vastes approches interdisciplinaires, de la collaboration, de partenariats et de réseautage. Mais la mécanique relationnelle de la collaboration au sein d’équipes interdisciplinaires et de partenariats combinatoires demeure équivoque. S’inspirant de pratiques d’éducation interprofessionnelle dans le domaine de la santé, les auteurs proposent trois principes fondamentaux et un examen réflexif du travail en équipe. Ils présentent huit poèmes ekphrasiques écrits en collaboration en vue d’une exposition internationale itinérante de graveurs et proposent ce procédé d’écriture de poèmes comme stratégie d’apprentissage générative. Ils utilisent ce processus pour expliquer la façon d’accéder à une véritable collaboration.Mots-clés : recherche interdisciplinaire, questionnement poétique, ekphrasis, recherche concertée, éducation interprofessionnelle, examen réflexif. 

scholarly journals Seniors and Undergraduates Mutually Benefit From an Interprofessional Service-Learning Health Promotion Program

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 8-8
Author(s):  
Britteny Howell
Keyword(s):  
Older Adults ◽  
Health Promotion ◽  
Service Learning ◽  
Learning Outcomes ◽  
Low Income ◽  
Interprofessional Education ◽  
Interdisciplinary Teams ◽  
Health Promotion Program ◽  
Positive Health ◽  
Promotion Program

Abstract Although benefits of service-learning and interprofessional education (IPE) have been separately well documented to be effective for students in gerontology and geriatrics courses, few curricula appear to integrate both aspects into a single course for undergraduate students in public health. This poster discusses the development and implementation of a service-learning health promotion program utilizing IPE embedded within two courses in two different departments at a mid-sized university. Students worked in interdisciplinary teams and acquired interprofessional educational learning outcomes while they engaged in their first experiences working with diverse older adults at a low-income, independent-living housing community. Twenty-five students (N=25) each team-taught 2 sessions on nutrition, physical activity, and stress reduction techniques in a 10-week program. Qualitative and quantitative results are presented which demonstrate significant learning outcomes from the students about the health needs of the aging population and increased comfort in working with older adults. Older participants in the program also reported positive health and psychological outcomes from their participation. Limitations, challenges, and next steps are also presented.

A Study on the Effectiveness of a Strategy Based on Cooperative Learning for Science Teaching in Class VII

2021 ◽  
pp. 123-136
Author(s):  
Mary Vineetha Thomas ◽  
R.G Kothari
Keyword(s):  
Cooperative Learning ◽  
Science Teaching ◽  
Education System ◽  
Learning Strategy ◽  
Technological Development ◽  
Teaching Strategy ◽  
The Social ◽  
Working Together ◽  
Education Today ◽  
Teaching Learning

Education today needs to be responsive to the diverse needs of our learners in order to make them globally competent. Innovative initiatives need to be brought into the present education system in order to meet the growing demands of our society. Our education system does not function in isolation with our society and so, along with academic aspects, the social aspects of learning too, have to be focussed on. This is possible with quality teaching strategies being introduced in our teaching learning process and one such strategy promoting the same is Cooperative Learning. Cooperative learning involves students working together in small groups to accomplish shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning among students from kindergarten through college and across different subjects and science is no exception. Science enables pupils to be involved in group work where they have the opportunity to share ideas and cooperate with each other in collaborative practical activity. What is needed today is a new wave of educated students ready for modern scientific research, teaching and technological development. With students of diverse abilities and differing rates of learning in our classrooms, it is, therefore, essential for the teacher to have the knowledge of how students learn science and how best to teach. The present study was taken up in this context to find out the effectiveness of cooperative learning strategy in science teaching.

The Role of the Tutor in Blended E-Learning

2009 ◽  
pp. 18-34 ◽  
Author(s):  
Rhona Sharpe ◽  
Jillian Pawlyn
Keyword(s):  
Staff Development ◽  
Blended Learning ◽  
Professional Learning ◽  
Interprofessional Education ◽  
Learning Strategy ◽  
Environment Analysis ◽  
Face To Face ◽  
E Learning ◽  
Five Elements ◽  
Uk National Health Service

This chapter reports on an implementation of blended e-learning within three modules in the School of Health and Social Care at Oxford Brookes University. All preregistration students within the school are required to take an interprofessional education module in each year of their study. These three modules have undergone a radical redesign, prompted by the school and university strategies for e-learning and the European and UK National Health Service IT skills agenda. The redesign resulted in a blended-learning strategy that combined face-to-face teaching with online work of increasing sophistication during each of the three modules. In each module, there was an emphasis on collaborative, interprofessional learning. Interviews were conducted with seven members of the course teams to ask them about their perceptions of their roles as tutors in this blended environment. Analysis of the interview transcripts revealed five elements of the tutors’ roles: relationships with students, supporting group work, supporting professional learning, managing the blend, and developing new tutoring skills. The implications are discussed for improving staff development for tutors in this case study and for our understanding of blended learning more generally.

scholarly journals Pair programming: more than just working together in pairs.

2012 ◽  
Vol 31 (1) ◽  
Author(s):  
Elsa Mentz
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Tertiary Education ◽  
Pair Programming ◽  
Tertiary Level ◽  
Effective Manner ◽  
Working Together ◽  
Improved Learning ◽  
Quality Programming ◽  
Teaching Learning

Pair programming originated in the industry where focus is placed on the development of a programme at the most costand time-effective manner, and within the parameters of quality. In this context, a specific programming code is not developed individually; rather, two people work together in order to ensure a higher quality programming code and to motivate each other to work at a faster pace. The problem with this approach was that novice programmers lacked the social skills to work in pairs as they had not been exposed to this sufficiently at tertiary level. The demand of the industry, especially in terms of programmers needing to be able to programme together, led to the incorporation of pair programming at tertiary level in the late nineties. The pedagogical principles on which any teaching-learning strategy should be built were, however, largely overlooked during this process. This article firstly looks into the semantic and ontological differences between co-operative and collaborative learning and secondly argues that pair programming, within the context of a social constructivist approach to teaching and learning, can be seen as a co-operative teaching-learning strategy. Pair programming is more than just allowing two students to work together on a programming task. The more structured way, in which pair programming needs to be implemented, concur with the principles of co-operative learning. The article concludes that the correct pedagogical application of pair programming as a co-operative teaching-learning strategy in tertiary education will result in improved learning capital.

Designing and evaluating an effective theory-based continuing interprofessional education program to improve sepsis care by enhancing healthcare team collaboration

2014 ◽  
Vol 28 (3) ◽  
pp. 212-217 ◽  
Author(s):  
John A. Owen ◽  
Valentina L. Brashers ◽  
Keith E. Littlewood ◽  
Elisabeth Wright ◽  
Reba Moyer Childress ◽  
...  
Keyword(s):  
Education Program ◽  
Interprofessional Education ◽  
Effective Theory ◽  
Healthcare Team ◽  
Team Collaboration ◽  
Sepsis Care

scholarly journals Analysis Of Implementation of Teamwork Domains in the Application of Interprofessional Education

2020 ◽  
Vol 7 (7) ◽  
pp. 17-25
Author(s):  
Nur Rachmat ◽  
Lusinta Agustina
Keyword(s):  
Mixed Method ◽  
Interprofessional Education ◽  
Descriptive Analysis ◽  
Team Work ◽  
Allocation Of Resources ◽  
Study Program ◽  
Team Collaboration ◽  
Medicine Department ◽  
Relationship Of ◽  
The Relationship

Purpose: The purpose of this study is to analyze the implementation of teamwork in the application of Interprofessional Education so that and to identify the supporting factors and inhibiting factors. Method: This research methodology using the mixed method. The participants of this study were 200 students consisting of 2 majors namely midwifery and herbal majors at the Polytechnic of the Ministry of Health Surakarta. Participants are taken from students who have entered semester 3 in each study program. This research was conducted during February to August 2019. The specification of this research is descriptive analysis which aims to make a description of the facts, the characteristics and the relationship of the phenomenon. Data was collected through observation and interviews and then analyzed using thematic analysis. Results: team work in the midwifery department was quite good at 40.8%, and the herbal medicine department was quite good at 46.2%. Each department meets indicators of successful Interprofessional Education, which is able to resolve conflicts within the team openly. Conclusion: Team collaboration in the implementation of Interprofessional Education has been going well, the supporting factor to give the highest contribution is open conflict, The factor which is the highest obstacle is the factor of disagreement regarding the allocation of resources within the team.

scholarly journals Delivering Interprofessional Education to Embed Interdisciplinary Collaboration in Effective Nutritional Care

2021 ◽  
pp. 159-169
Author(s):  
Julie Santy-Tomlinson ◽  
Celia V. Laur ◽  
Sumantra Ray
Keyword(s):  
Older Adults ◽  
Capacity Building ◽  
Interprofessional Education ◽  
Interdisciplinary Collaboration ◽  
Interdisciplinary Team ◽  
Evidence Based ◽  
Nutritional Care ◽  
Nutrition Care ◽  
Interdisciplinary Approaches

AbstractPrevious and forthcoming chapters describe how to improve nutrition care with an emphasis on interdisciplinary approaches. Developing and improving the skills and knowledge of the interdisciplinary team through interprofessional education are essential for embedding evidence-based, collaborative, nutritional care. This capacity building in turn supports delivery of effective nutritional care for older adults.

scholarly journals PennDemic Simulation Framework: An Innovative Approach to Increase Student Interest and Confidence in Disasters Preparedness/Response and Interdisciplinary Teamwork

2021 ◽  
Vol 9 ◽  
Author(s):  
Stephen D. Cole ◽  
Hillary C. M. Nelson ◽  
Bonnie D. Jenkins ◽  
Cathy Y. Poon ◽  
Shelley C. Rankin ◽  
...  
Keyword(s):  
Disaster Preparedness ◽  
Interprofessional Education ◽  
Disease Outbreak ◽  
Interdisciplinary Teams ◽  
Student Interest ◽  
Survey Analysis ◽  
Simulation Framework ◽  
Free Response ◽  
Positive Group ◽  
Interdisciplinary Teamwork

An interdisciplinary group from two higher-education institutions in Philadelphia developed a novel framework for interprofessional education. This framework was applied to two different scenarios disease outbreak and natural disaster, which were used in simulations in 2018 and 2020. By design, these simulations included students from a broad range of disciplines, beyond the typical healthcare fields. Students were first grouped by discipline and were then placed in interdisciplinary teams for the rest of the scenario. Students were administered four surveys throughout which included 10 point-Likert scale and free response items. A statistically significant post-simulation increase in student interest and confidence was found. Survey analysis also revealed higher scores of positive group behaviors among interdisciplinary teams when compared to discipline groups. Importantly, students realized the importance of broad representation of disciplines for disaster preparedness. The PennDemic framework may be helpful for teams looking to develop simulations to build interest and confidence in disaster preparedness/response and interdisciplinary teamwork.

Engineering for Interdisciplinary Collaboration

2011 ◽  
pp. 192-204
Author(s):  
John D. Murphy
Keyword(s):  
Interdisciplinary Collaboration ◽  
Interdisciplinary Team ◽  
Group Processes ◽  
Interdisciplinary Teams ◽  
Central Position ◽  
Negative Effects ◽  
Collaboration Engineering ◽  
Team Collaboration ◽  
Design Recommendations ◽  
Collaborative Sessions

This chapter introduces Collaboration Engineering as an approach to developing more effective collaborative sessions for interdisciplinary teams. Collaboration is the foundation for success for many academic teams; however, the benefits of collaborative sessions can be lost when group processes are not well understood and the needs of interdisciplinary teams are not met. As such, this chapter will identify key facets of how interdisciplinary teams develop and evaluate potential solutions. Groupthink and disciplinary ethnocentrism are also presented, as these factors can negatively impact interdisciplinary teams, and techniques are proposed that can help teams avoid these potentially negative effects. The central position of this chapter is that Collaboration Engineering based on proven group processes and guided by design recommendations specific for interdisciplinary team collaboration can result in session designs that improve outcomes for interdisciplinary teams.

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