scholarly journals Evidence-Based Educational Innovation Model Linked to Digital Information Competence in the Framework of Education 4.0

2021 ◽  
Vol 13 (18) ◽  
pp. 10034
Author(s):  
Celia Paola Sarango-Lapo ◽  
Juanjo Mena ◽  
María Soledad Ramírez-Montoya
Keyword(s):  
Ad Hoc ◽  
Educational Innovation ◽  
Academic Community ◽  
Open Educational Resource ◽  
Evidence Based ◽  
Digital Information ◽  
Central Value ◽  
Close Relationship ◽  
Innovation Model ◽  
Digital Competencies

Education 4.0 promotes visualizing how teachers’ traditional digital competencies adopt innovative practices. The present research analyzes the relationship between the perceived digital information competencies (DICs) of university teachers and the implementation of evidence-based, innovative actions (EBEI) in a model that supports innovative practices. The research method applied was the mixed method. In the quantitative phase, the final sample consisted of 271 teachers. The ad hoc digital competency-open educational resource scale (DC-OER) was applied to measure their perception of DIC. In the qualitative phase, 15 teachers were interviewed. The results showed (a) a close relationship between the fulfillment of EBEI and the support of DIC; (b) in quantitative results, in most cases, the means are close to the central value 3, and the standard deviation is close to 1, which indicates higher DIC; (c) the qualitative results indicate that teachers search, select, evaluate information, and produce new knowledge; and (d) the theoretical model of EBEI links DIC to the formation of digital citizenship. The data can be of value to the academic community in relevant environments within the framework of Education 4.0. As a future line of research, we envision analyzing the perceived digital competencies of teachers versus their effective behavior.

scholarly journals Strengthening students’ academic digital competencies through development of learning patterns

2020 ◽  
Author(s):  
Helle Brink ◽  
Charlotte Wind ◽  
Ulla Buch Nilson ◽  
Dorthe Brauner Sejersen ◽  
Lisbeth Ramsgaard Carlsen
Keyword(s):  
Best Practice ◽  
Open Educational Resource ◽  
Digital Information ◽  
Work Processes ◽  
Learning Patterns ◽  
Digital Production ◽  
Information Competencies ◽  
Digital Competencies ◽  
Technological Opportunities ◽  
Insight Into

Today students are met with expectations of being able to navigate in a broad spectre of digital challenges. The STAK project aims at developing specific digital didactic designs in the form of learning patterns that support and develop students' digital competencies, within areas such as digital sharing, open access, online collaboration and other emerging technological opportunities and challenges. The concept of “Learning Patterns” covers a method used to capture experience about best practice from educators and other experts, and disseminate these into concrete learning patterns and activities. These concrete learning patterns are then systematised and described in such a way that it is possible for others to understand them and reuse them. As a product, learning patterns can be described as a “how-to”-formula that you can transfer to your own teaching. The STAK project aims at developing approximately 300 learning patterns within four categories: Digital information competencies, digital participatory competencies, digital production competencies, and digital responsibility- and security competencies. As the STAK project progresses, the concrete learning patterns will be available on an OER (open educational resource) along with models and templates for how to develop learning patterns. In the presentation, we focus on our work processes with developing learning patterns in the project and present a concrete learning pattern. We are also going to provide you with insight into how you can use this method to develop your own learning patterns. 

scholarly journals Strengthening students’ academic digital competencies through development of learning patterns

2021 ◽  
Author(s):  
Charlotte Wind ◽  
Helle Brink ◽  
Dorthe Brauner Sejersen ◽  
Lisbeth Ramsgaard Carlsen ◽  
Ulla Buch Nilson
Keyword(s):  
Digital Media ◽  
Best Practice ◽  
Open Educational Resource ◽  
Digital Information ◽  
Work Processes ◽  
Research Libraries ◽  
Learning Patterns ◽  
Information Competencies ◽  
Digital Competencies ◽  
Technological Opportunities

Today students are met with expectations of being able to navigate in a broad spectrum of digital challenges. The STAK project aims at developing specific digital didactic designs in the form of learning patterns that support and develop students' digital competencies, within areas such as digital sharing, open access, online collaboration and other emerging technological opportunities and challenges.The concept of “Learning Patterns” covers a method used to capture experience about best practice from educators and other experts, and disseminate these into concrete learning patterns and activities. These concrete learning patterns are then systematised and described in such a way that it is possible for others to understand them and reuse them. As a product, learning patterns can be described as a “how-to”-formula that you can transfer to your own teaching.The STAK project have developed more than 100 learning patterns within four categories: Digital information competencies, digital participatory competencies, digital production competencies, and digital responsibility-and security competencies. The concrete learning patterns are available on an OER (open educational resource), https://open-tdm.au.dk/blogs/stak/,along with models and templates for how to develop learning patterns. In the presentation, we focus on our work processes with developing learning patterns in the project and present a concrete learning pattern. We are also going to provide you with insight into how you can use this method to develop your own learning patterns. The STAK project (Studerendes Akademiske Digitale Kompetencer på videregående uddannelser) is a Danish national project where six education - and research libraries collaborate with CUDIM (Centre for Teaching Development and Digital Media) at Aarhus University on developing learning patterns to strengthen students’ digital competencies.

scholarly journals Nationwide assessment of the mental health of UK Doctoral Researchers

2021 ◽  
Author(s):  
Cassie M Hazell ◽  
Jeremy Niven ◽  
Laura Chapman ◽  
Paul Roberts ◽  
Sam Cartwright-Hatton ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Health Problems ◽  
Poor Mental Health ◽  
Academic Community ◽  
Anxiety And Depression ◽  
Control Group ◽  
Evidence Based ◽  
Preventative Measures ◽  
Common Mental Health Problems

Doctoral Researchers (DRs) are an important part of the academic community and, after graduating, make substantial social and economic contributions. Despite this importance, DR wellbeing has long been of concern. Recent studies have concluded that DRs may be particularly vulnerable to poor mental health problems, but direct comparisons of the prevalence of mental health problems between them and a control group is lacking. Here, by comparing DRs with educated working controls, we show that DRs report significantly greater anxiety and depression, and that this difference is not explained by a higher rate of pre-existing mental health problems. Moreover, most DRs perceive poor mental health as a ‘normal’ part of the PhD process. Thus, our findings suggest a hazardous impact of PhD study on mental health, with DRs being particularly at risk of developing common mental health problems. This provides an evidence-based mandate for universities and funders to reflect upon practices related to DR training and mental health. Our attention should now be directed towards understanding what factors may explain heightened anxiety and depression among DRs so as to inform preventative measures and interventions.

scholarly journals The Global Museum: natural history collections and the future of evolutionary science and public education

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e8225 ◽  
Author(s):  
Freek T. Bakker ◽  
Alexandre Antonelli ◽  
Julia A. Clarke ◽  
Joseph A. Cook ◽  
Scott V. Edwards ◽  
...  
Keyword(s):  
Natural History ◽  
Educational Innovation ◽  
Global Scale ◽  
Academic Community ◽  
Full Potential ◽  
Natural History Museums ◽  
Long Term Storage ◽  
History Museums ◽  
Natural History Collections ◽  
Museum Data

Natural history museums are unique spaces for interdisciplinary research and educational innovation. Through extensive exhibits and public programming and by hosting rich communities of amateurs, students, and researchers at all stages of their careers, they can provide a place-based window to focus on integration of science and discovery, as well as a locus for community engagement. At the same time, like a synthesis radio telescope, when joined together through emerging digital resources, the global community of museums (the ‘Global Museum’) is more than the sum of its parts, allowing insights and answers to diverse biological, environmental, and societal questions at the global scale, across eons of time, and spanning vast diversity across the Tree of Life. We argue that, whereas natural history collections and museums began with a focus on describing the diversity and peculiarities of species on Earth, they are now increasingly leveraged in new ways that significantly expand their impact and relevance. These new directions include the possibility to ask new, often interdisciplinary questions in basic and applied science, such as in biomimetic design, and by contributing to solutions to climate change, global health and food security challenges. As institutions, they have long been incubators for cutting-edge research in biology while simultaneously providing core infrastructure for research on present and future societal needs. Here we explore how the intersection between pressing issues in environmental and human health and rapid technological innovation have reinforced the relevance of museum collections. We do this by providing examples as food for thought for both the broader academic community and museum scientists on the evolving role of museums. We also identify challenges to the realization of the full potential of natural history collections and the Global Museum to science and society and discuss the critical need to grow these collections. We then focus on mapping and modelling of museum data (including place-based approaches and discovery), and explore the main projects, platforms and databases enabling this growth. Finally, we aim to improve relevant protocols for the long-term storage of specimens and tissues, ensuring proper connection with tomorrow’s technologies and hence further increasing the relevance of natural history museums.

scholarly journals High non publication rate from publication professionals hinders evidence-based publication practices: a replication study in Europe

2016 ◽  
Author(s):  
Jacqueline M Marchington
Keyword(s):  
Publication Rate ◽  
Academic Community ◽  
Replication Study ◽  
Evidence Based ◽  
Quality Reporting ◽  
Medical Publication ◽  
The Us ◽  
European Meeting ◽  
Professional Research ◽  
Clinical Trial Results

Background: Although publication professionals plan and facilitate the timely and high-quality reporting of clinical trial results, it has been previously shown that they are not as forthcoming when it comes to publishing their own professional research. The publication rate from abstracts presented at the Annual Meeting of the International Society for Medical Publication Professionals (ISMPP) has been shown to be 2.4%. We performed a replication study based on the European Meeting of ISMPP to determine the equivalent publication rate. Methods: ISMPP European Meeting abstract lists (November 2011–January 2016), were searched in July 2016 and extracted into a copy of the original study spreadsheet. MEDLINE was searched in August 2016 to determine the publication rate. Results: From 2011 to 2016, 76 abstracts were submitted of which 60 were accepted (78.9%). We found three corresponding publications (publication rate 5.0%). Most studies were observational (50/60; 83.3%) and most abstracts included employees of medical communications agencies as authors (50/60; 83.3%). Most researchers were based in Europe (165/222; 74.3%) or the US (53/222; 23.9%). Discussion: This study confirms previous findings that the publication rate of member research from ISMPP meetings in the peer-reviewed literature is low. Members of ISMPP, and of other organizations who aspire to set professional standards, should be encouraged to conduct robust research and share it with the academic community.

scholarly journals Evidence-Based Practices and Use among Employees and Students at an Austrian Medical University

2021 ◽  
Vol 10 (19) ◽  
pp. 4438
Author(s):  
Daniela Haluza ◽  
David Jungwirth ◽  
Susanne Gahbauer
Keyword(s):  
Online Survey ◽  
Ad Hoc ◽  
Point Of Care ◽  
Clinical Care ◽  
Evidence Based ◽  
Cross Sectional ◽  
Total N ◽  
Academic Context ◽  
Scientific Debate ◽  
Medical University

Developed in the pre-internet era in the early 1980s, empirical medical practice, i.e., evidence-based practice (EBP) has become crucial in critical thinking and statistical reasoning at the point-of-care. As little evidence is available so far on how EBP is perceived in the Austrian academic context, we conducted a cross-sectional online survey among a nonrandom purposive sample of employees and students at the Medical University Vienna, Austria (total n = 1247, 59.8% females). The German questionnaire assessed both EBP capability beliefs and EBP use, with the respective indices both yielding good internal consistency. We conducted subgroup comparisons between employees (n = 638) and students (n = 609). In line with Bandura’s self-efficacy theory, we found a correlation between EBP capability beliefs and EBP use, with higher scores reported in the employee group. The results indicated that the participants did not strictly follow the sequential EBP steps as grounded in the item-response theory. Since its emergence, EBP has struggled to overcome the dominating traditional way of conducting medicine, which is also known as eminence-based medicine, where ad hoc decisions are based upon expert opinions, and nowadays frequently supplemented by quick online searches. Medical staff and supervisors of medical students should be aware of the existing overlaps and synergies of these potentially equivalent factors in clinical care. There is a need for intensifying the public and scientific debate on how to deal with the divergence between EBP theory and EBP practice.

INVOLVING CITIZENSHIP FOR A MORE INCLUSIVE SOCIETY. PROPOSAL OF EDUCATIONAL INNOVATION MODEL

2018 ◽  
Author(s):  
Mercedes Diaz Rodriguez ◽  
David Aguilar García ◽  
Lucia Alcantara Rubio ◽  
Esther Puertas Cristóbal
Keyword(s):  
Educational Innovation ◽  
Innovation Model ◽  
Inclusive Society

scholarly journals The myth of ‘evidence-based policymaking’ in a decentred state

2020 ◽  
pp. 095207672090501 ◽  
Author(s):  
Paul Cairney
Keyword(s):  
Ad Hoc ◽  
Ideal Type ◽  
Academic Disciplines ◽  
Evidence Based ◽  
Political Debate ◽  
Policy Theory

I describe a policy theory story in which a decentred state results from choice and necessity. Governments often choose not to centralise policymaking but they would not succeed if they tried. Many policy scholars take this story for granted, but it is often ignored in other academic disciplines and wider political debate. Instead, commentators call for more centralisation to deliver more accountable, ‘rational,’ and ‘evidence-based’ policymaking. Such contradictory arguments, about the feasibility and value of government centralisation, raise an ever-present dilemma for governments to accept or challenge decentring. They also accentuate a modern dilemma about how to seek ‘evidence-based policymaking’ in a decentred state. I identify three ideal-type ways in which governments can address both dilemmas consistently. I then identify their ad hoc use by UK and Scottish governments. Although each government has a reputation for more or less centralist approaches, both face similar dilemmas and address them in similar ways. Their choices reflect their need to appear to be in control while dealing with the fact that they are not.

P12 Management of acute epididymo-orchitis: ad hoc or evidence based?

2015 ◽  
Vol 91 (Suppl 1) ◽  
pp. A19.3-A20
Author(s):  
Thomas Stonier ◽  
Philip Gardner ◽  
Rohit Srinivasan ◽  
David Curry ◽  
Paras Singh
Keyword(s):  
Ad Hoc ◽  
Evidence Based

scholarly journals P042 Evaluation of ‘let’s talk medicines’ helpline

2019 ◽  
Vol 104 (7) ◽  
pp. e2.48-e2
Author(s):  
Sarit Shah
Keyword(s):  
Adverse Effects ◽  
Ad Hoc ◽  
Healthcare Professionals ◽  
Disease Process ◽  
Daily Basis ◽  
Subsequent Treatment ◽  
Evidence Based ◽  
Pharmacy Staff ◽  
Monthly Basis ◽  
Email Address

IntroductionStudies and research have shown that providing patient education through knowledge and counselling of the disease process and subsequent treatment empower patients and carers to improve patient’s health. Through understanding rationale for treatment, implications of non- compliance, non-adherence, disease progression and adverse effects of therapy, pharmacy staff are perfectly placed to empower patients and carers with evidence based knowledge and information to make their own educated decisions regarding therapy. The ‘Let’s Talk Medicines’ telephone service was set up in 2015 for exactly this purpose. It is a dedicated medicines information (MI) service aimed at patients, parents and carers, giving the opportunity to ask questions and obtain advice from specialist paediatric pharmacists about their child’s medicines once leaving the hospital. The services have vastly expanded over the last 2 and half years with the addition of an email address as an alternative means for contact. The helpline number and email address are heavily publicised to parents and carers through posters throughout the hospital, details published on all paediatric discharge summaries and printed information cards given to all outpatients during counselling.AimTo evaluate the service progression by analysing the sheer volume and types of queries over the last 3 years to identify how beneficial the novel service has proven to be.MethodsTo retrospectively analyse data from 3 monthly reports over the last 2.5 years of the service to identify number of calls, emails, types of queries received and users of the service.ResultsThe current service relies on all members of the pharmacy team answering calls on a dedicated patient line on an ad-hoc basis with several specialist pharmacists reviewing queries on a daily basis. Average call durations were between 5 to 8 minutes with more complex queries requiring in depth data search taking up to 30 minutes. All queries are logged on paper and then reviewed on a monthly basis as they are entered onto a database. Since the introduction of the service, the volume of calls received has increased by more than 50% with average of 35 per month in 2015 and 54 in 2017. Originally, the service was designed primarily for patients, parents and carers. Due to the increased recognition, the service has now been expanded to a variety of internal and external healthcare professionals, community practitioners and pharmacies, drug companies, commissioning staff, researchers and students. The types of queries range from supply issues, procurement of unlicensed medicines, to adverse effects, administration advice and complex pharmaceutical queries.ConclusionThe service has grown and developed with focus based around improving patient care, medication adherence and minimising medicines related risks. Through providing accurate, up-to-date and evidence based information its appeal has reached a wider audience including healthcare professionals. Combined with an increase in the number of calls and technological advances, a new email service has been rolled out in 2017, as an alternate means to contact the service. Direct comments from users of the service has shown positive feedback and trust.

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