scholarly journals Uso da aprendizagem colaborativa como ferramenta para avaliar anomalias craniofaciais sindrômicas

2021 ◽  
Vol 21 (1) ◽  
pp. 1544
Author(s):  
Paulo Bonan ◽  
Rosa Helena Lacerda ◽  
Isis Muniz ◽  
Eugênia Dantas ◽  
Daniel Silva ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Collaborative Learning ◽  
Small Group ◽  
Learning Approach ◽  
Oral Clefts ◽  
Interprofessional Team ◽  
Structural Abnormalities ◽  
Orofacial Region ◽  
Group Sessions

Almost 30% of oral clefts are associated with other structural abnormalities. However, little is known on orofacial characteristics associated with these cases since they are not systematically reported. To close this gap, we developed a collaborative learning approach supported by an interprofessional team aiming to carefully describe oral findings and impact the training of future professionals that hopefully will incorporate these descriptions on their clinical practice. The methodological proposal consisted of small group sessions focusing on a particular syndrome or group of syndromes followed by the examination of patients with those conditions. Twenty cases were examined and studied over the course of one semester and a set of conditions to be identified in the orofacial region was defined. Here, we present a guideline that we suggest that dentists and dental institutions use. We also present the advantages of using collaborative learning as a tool in the training of the clinician. 

scholarly journals Does interprofessional team-training affect nurses’ and physicians’ perceptions of safety culture and communication practices? Results of a pre-post survey study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jan Schmidt ◽  
Nikoloz Gambashidze ◽  
Tanja Manser ◽  
Tim Güß ◽  
Michael Klatthaar ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Small Group ◽  
Safety Culture ◽  
Survey Study ◽  
Mean Values ◽  
Interprofessional Team ◽  
Communication Practices ◽  
Nurses And Physicians ◽  
Perceptions Of Safety ◽  
Culture And Communication

Abstract Background Many hospitals seek to increase patient safety through interprofessional team-trainings. Accordingly, these trainings aim to strengthen important key aspects such as safety culture and communication. This study was designed to investigate if an interprofessional team-training, administered to a relatively small group of nurses and physicians would promote a change in healthcare professionals’ perceptions on safety culture and communication practices throughout the hospital. We further sought to understand which safety culture aspects foster the transfer of trained communication practices into clinical practice. Methods We conducted a pre-post survey study using six scales to measure participants’ perceptions of safety culture and communication practices. Mean values were compared according to profession and participation in training. Using multiple regression models, the relationship between safety culture and communication practices was determined. Results Before and after the training, we found high mean values for all scales. A significant, positive effect was found for the communication practices of the physicians. Participation in the training sessions played a variably relevant role in the communication practices. In addition, the multiple regression analyses showed that specific safety culture aspects have a cross-professional influence on communication practices in the hospital. Conclusions This study suggest that interprofessional team-trainings of a small group of professionals can successfully be transferred into clinical practice and indicates the importance of safety culture aspects for such transfer processes. Thus, we recommend the consideration of safety culture aspects before starting a training intervention.

scholarly journals Increasing Medical Student Exposure to Pathology by Creating an Integrated Rotation During Surgery Clerkship

2021 ◽  
Vol 8 ◽  
pp. 237428952110153
Author(s):  
Madelyn Lew
Keyword(s):  
Small Group ◽  
Healthcare Delivery ◽  
University Of Michigan ◽  
Clinical Experiences ◽  
Michigan Medical School ◽  
Fast Pace ◽  
Contact Hours ◽  
Group Sessions ◽  
Preclinical Curriculum ◽  
The University

Following a nationwide trend, the University of Michigan Medical School has restructured its curriculum to facilitate integration of basic science curricula and early inclusion of clinical experiences, resulting in a truncation of a 19-month didactic-based preclinical curriculum to 13 months. Because preclinical didactic and lab sessions formed the bulk of pathology contact hours, the curriculum overhaul significantly reduced student exposure to pathologists. This reduction in exposure may decrease student understanding of how pathology integrates into the larger picture of healthcare delivery and could also decrease the pipeline of students interested in pursuing pathology as a career choice. To ameliorate these concerns, a mandatory 1-week rotation through the Pathology Department was integrated into the surgery clerkship. This brief report outlines the process of creating a new, unique pathology rotation for surgery clerkship students that includes observation in autopsy and surgical pathology sign-out, small group sessions focused on foundational concepts in microbiology, chemistry, and transfusion medicine, and access to online case-based modules. Available qualitative student feedback indicates that students appreciate how this rotation granted them a “behind the scenes” look at pathology but also noted that the fast pace of clinical sign-out sessions and length of small group sessions were suboptimal for student learning. This feedback and future survey data will serve as a platform on which curricular improvements can be made to enhance the learning environment for both learners and educators.

scholarly journals Creating Effective Collaborative Learning Groups in an Online Environment

2009 ◽  
Vol 10 (3) ◽  
Author(s):  
Jane Brindley ◽  
Lisa Marie Blaschke ◽  
Christine Walti
Keyword(s):  
Collaborative Learning ◽  
Small Group ◽  
Skill Acquisition ◽  
Online Teaching ◽  
Teaching Experience ◽  
Study Groups ◽  
Online Environment ◽  
Learning Groups ◽  
Learner Participation ◽  
Significant Difference

Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors’ original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.

The Small Groups

2019 ◽  
pp. 73-78
Author(s):  
Con Chapman
Keyword(s):  
Small Group ◽  
Black Community ◽  
Small Groups ◽  
Upper Class ◽  
Group Sessions ◽  
Own Name

The chapter describes the small groups formed from Ellington’s orchestra. Hodges did not have a hit under his own name until Ellington was persuaded by Helen Oakley, a young jazz promoter and publicist, that he could release records by subgroups of his orchestra without tarnishing his own reputation. Hodges hit it big with “Jeep’s Blues,” which rang out from jukeboxes all over Harlem. Some of Hodges’s small-group numbers, including “The Jeep Is Jumping” and “Good Queen Bess,” named after his mother, are among his most memorable. The small-group sessions followed a pattern: a slow blues tune, two pop ballads, and a mid-tempo dance tune. They also kept Hodges connected to his roots in the blues and the black community from which he sprang, at a time when Ellington’s music was increasingly viewed as entertainment for whites and upper-class blacks.

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