Lesson Learned from the Development and Implementation of an Interprofessional Case Learning Project (ICLP)

Interprofessional collaboration is essential for our students’ success in their selected program/s and postgraduate life. These types of experiences have been shown to improve students’ interprofessional competencies - communication skills, teamwork abilities, ethical practices and understanding other team members’ roles and responsibilities; they also can increase their theoretical knowledge acquisition within their discipline. We developed and tested a pedagogical idea, the interprofessional case learning project (ICLP,) that encompassed a multi-disciplinary approach involving biology, chemistry and public health. The goal was to provide students and faculty with the opportunity to experience interprofessional collaborative practices that would encourage questioning, discredit misconception, connect concepts and make inferences, generate new ideas and encourage shared decision making. Feedback indicated that the goals established aligned well with the development of interprofessional competencies. Student engagement with this project lead to in-depth questions beyond the scope of an individual discipline, with resulting impact affecting decisions about coursework, and professional and career development. This project also fostered collaboration between faculty, which promoted creative curriculum development and facilitated the development of scholarship that lead to publications. Our major challenge to this project was time – to pause, reflect and participate individually or as a group. Another challenge was overcoming logistical barriers such as incorporating the ICLP in our courses and scheduling the multi-disciplinary discussion that required a common time and large enough space for everyone.

Good Lives Model: Importance of Interagency Collaboration in Preventing Violent Recidivism

Violence is a complex and multifaceted problem requiring a holistic and individualized response. The Good Lives Model (GLM) suggests violence occurs when an individual experiences internal and external obstacles in the pursuit of universal human needs (termed primary goods). With a twin focus, GLM-consistent interventions aim to promote attainment of primary goods, whilst simultaneously reducing risk of reoffending. This is achieved by improving an individuals’ internal (i.e., skills and abilities) and external capacities (i.e., opportunities, environments, and resources). This paper proposes that collaborations between different agencies (e.g., psychological services, criminal justice systems, social services, education, community organizations, and healthcare) can support the attainment of primary goods through the provision of specialized skills and resources. Recommendations for ensuring interagency collaborations are effective are outlined, including embedding a project lead, regular interagency meetings and training, establishing information sharing procedures, and defining the role each agency plays in client care.

Good Lives Model: Importance of Interagency Collaboration in Preventing Violent Recidivism

Violence is a complex and multifaceted problem requiring a holistic and individualized response. The Good Lives Model (GLM) suggests violence occurs when an individual experiences internal and external obstacles in the pursuit of universal human needs (termed primary goods). With a twin focus, GLM-consistent interventions aim to promote attainment of primary goods, whilst simultaneously reducing risk of reoffending. This is achieved by improving an individuals’ internal (i.e., skills and abilities) and external capacities (i.e., opportunities, environments, and resources). This paper proposes that collaborations between different agencies (e.g., psychological services, criminal justice systems, social services, education, community organizations and healthcare) can support the attainment of primary goods through the provision of specialized skills and resources. Recommendations for ensuring interagency collaborations are effective are outlined, including embedding a project lead, regular interagency meetings and training, establishing information sharing procedures, and defining the role each agency plays in client care.

Problematizando a masculinidade hegemônica no ensino/treino do futebol: relato de um projeto socio-esportivo liderado por uma entidade estudantil

INTRODUÇÃO: As práticas esportivas são imbuídas por valores, crenças e concepções, que, se desprovidas de criticidade pedagógica, podem reforçar desigualdades de gênero, como as decorrentes da masculinidade hegemônica. OBJETIVO: Relatar uma experiência educativa com vistas ao combate da masculinidade hegemônica no contexto esportivo, ancorada, teoricamente, pelo tripé de referenciais da Pedagogia do Esporte e a Pedagogia do Jogo. MÉTODOS: O estudo está sustentado, metodologicamente, sustentado por uma perspectiva descritivo-exploratória, por expor condutas pedagógicas decorrentes de aulas de futebol em um projeto social esportivo, conduzido por universitários e universitárias, na cidade de Limeira (SP).RESULTADOS: A adoção de condutas didático-metodológicas, fundamentadas pela Pedagogia do Jogo, permitiram o desenvolvimento de conteúdos inerentes ao ensino e aprendizagem do futebol que, ao se distanciarem de concepções tradicionais de ensino, e dotadas de intencionalidades, fomentaram, também, problematizações e conscientizações sobre questões caras à justiça social, como a masculinidade hegemônica.CONCLUSÃO: Ao final do relato, foram articuladas, a partir dos baldrames pedagógicos que constituem a Pedagogia do Jogo, ações e intervenções que orientaram uma prática político-pedagógica contra hegemônica voltada ao esporte. TITLE: Problematizing hegemonic masculinity in soccer teaching/training: experience report in a social project lead by a student entityABSTRACTBACKGROUND: Sports practices are imbued with values, beliefs, and conceptions, which, devoid of pedagogical criticism, reinforce gender inequalities, such as those resulting from hegemonic masculinity. OBJECTIVE: To report an educational experience with a view to combating hegemonic masculinity in the sporting context, theoretically anchored by the tripod of references in Sport Pedagogy and Game Pedagogy. METHODS: The study is supported, methodologically, by a descriptive-exploratory perspective, by exposing pedagogical behaviors resulting from soccer classes in a social sports project, conducted by university students, in the city of Limeira (SP, Brasil). RESULTS: The adoption of didactic-methodological conducts, based on the Game’s Pedagogy, allowed the development of contents inherent to the teaching and learning of football that, when distancing themselves from traditional teaching concepts, and endowed with intentionalities, also fostered problematizations and awareness of issues dear to social justice, such as hegemonic masculinity. CONCLUSION: At the end of the report, actions and interventions from counter-hegemonic have political-pedagogical practices been activated, allowed the pedagogical frameworks of Game’s Pedagogy.

Clinical Audit cycle of Mental Health Act (MHA) documentation for patients on section 3 staying 90 days and over in adult wards at Roseberry park hospital

AimsTo complete the audit cycle on compliance of MHA documentation (including MCA1 form at admission and 3 months, T2 form, SOAD request and T3 form authorization) on patients on section 3 staying 90 days and over in adult wards at Roseberry park hospitalMethodIn the initial audit, we collected data from all inpatients on section 3 staying 90 days and over, in Adult acute and rehab wards on Roseberry park hospital between the time period 28/10/19–04/11/19. Using a designated audit data collection tool, information was gathered from each patient's electronic record pertaining to the standards. The same method was used in re-audit where data were collected from all inpatients on section 3 staying 90 days and over in Adult acute wards on Roseberry park hospital between the time period 04/11/20–11/11/20. To note, the rehab ward at Roseberry park hospital was closed in Feb 2020. The data were analysed by the project lead.ResultIn the initial audit, 16 patients records were identified as meeting criteria,out of these 7 (44%) patients were on acute wards and 9 (56%) at rehab ward. Where as in re-audit 5 patients records were identified as meeting criteria and all were on acute wards. Days in Hospital - Ranged from 120 days to 664 days, average being 295 days and median of 186 days in the initial audit compared to121 days to 290 days, average being 170 days and median of 150 days in the reaudit. Percentage of patients records with documented capacity assessment at admission and 3 months were same at 80% and 60% respectively in both audits.T2 form was completed in all consenting patients in both audits. SOAD request sent was recorded in only 1 (25%) patient in the reaudit, which was lower than the initial audit, where in SOAD request was sent in 7 (78%) patients but recorded in 5 (56%) of them. For patients lacking capacity, T3 form was documented only in 4 (45%) patients but T3 form authorisation was discussed with patient and evidenced in case notes in only 1(11%) case in the initial audit, where as in reaudit T3 form was not documented or discussed for any patient.ConclusionThere needs to be improvement in MHA documentation for detained patients.