A conversation on accelerating innovation in biopharma and life sciences through global collaboration and alliances

We note and reflect on the power of international partnering and collaborations that led to many of the innovations that were brought to market extremely quickly and successfully during the Covid-19 pandemic. These collaborative global approaches suggest the potential for developing broader, open innovation models in more extensive regional and global collaborations for other biopharma and life science market segments. In this article, we adopt a ‘virtual panel discussion format” to frame and discuss potential issues and models that would need to be designed, developed and tested, with the purpose of engaging emerging global regions as equal partners. We also consider similar challenges for regions within countries – even in the US - that lack significant sources for capital across the company life cycle. Several recent open innovation alliance approaches or models are discussed as potential models. They are: the Eli Lilly FIP Net (fully integrated pharmaceutical network); the Enlight Bioscience alliance developed by Pure Tech Ventures; the Harrington Project linking academia to industry; and, the Corporate Accelerator model notably recently expanded globally by Illumina. We outline a proposal to create a guiding coalition, or “think tank” to further test and develop the proposals discussed herein.

MODERASI DAKWAH DI ERA DISRUPSI (Studi tentang Dakwah Moderat di Youtube)

This study aims to reveal more about: (1) Moderate Da'wah accounts on Youtube; (2) Moderate preachers on Youtube; (3) Format of Da'wah Content on Youtube. Based on the results of data mining and analysis, several findings were obtained: (1) Three moderate da'wah accounts on Youtube are GusMus Channel with soothing content, CakNun.Com with philosophical content, and Santri Gayeng with traditional content. (2) Three moderate preachers identified on Youtube are Gus Mus with a humanist preaching approach, Cak Nun with a logical preaching approach, and Gus Baha with a millennialist approach to preaching. (3) Three formats of da'wah content on Youtube are short tausiyah format, dialogical discussion format, and lyric video format. There are two recommendations from the results of this study: (1) As a reference for preachers and Muslim content creators in conveying Islamic da'wah messages on social media, especially YouTube, to make it more universal, inclusive and moderate; (2) As a basic framework for academics, social media literacy activists, and Muslim intellectuals, including related stakeholders such as Ministry of Religion Affairs Republik Indonesia in creating and developing an ideal form of religious moderation. Keywords: Moderate Da'wah; Era of Disruption; Youtube content.

Promoting Reflective Thinking in Adult Learners

Case studies delivered in the online discussion environment offer many benefits for adult learners, including development as a reflective practitioner. The online case-based discussion helps learners develop into reflective practitioners and understand the finer points as to why things are done rather than simply how they are done. This approach is an effective tool for adult learners to enhance their ability to address ill-structured problems, those that are complex and controversial in nature. They become adept at engaging in salient dialogue, which, in turn, expands their reflective thinking skills. This chapter, grounded in a heutagogical approach, explores the use of the case studies in an online discussion format to promote reflective judgment capabilities. Focus is placed on the function and structure of online case-based discussions and methods for assessing learning outcomes.

HFES Student Chapters: A Discussion of Best Practices

The objective of this panel is to open a dialog about how to effectively run student chapters of the Human Factors and Ergonomics Society. The panel will start by Grace Waldfogle briefly giving an overview of the discussion panel and providing her insight into the University of Central Florida’s student chapter. Katie Lucaites will discuss the benefits of applied projects and how the Clemson student chapter succeeds. Emily Brunsen will share how the North Carolina State University student chapter makes their presence known on campus. Finally, Jessyca Derby will discuss the do’s and don’ts of chapter success from Embry-Riddle Aeronautical University. The specific theme of this discussion panel is to express student chapter successes and failures in an open discussion format. Each panelist brings a different viewpoint from varying chapter sizes around the country. Grace will foster discussion among the panelists and questions from the general audience. Discussion time: 90 minutes

Promoting Reflective Thinking in Adult Learners

Case studies delivered in the online discussion environment offer many benefits for adult learners, including development as a reflective practitioner. The online case-based discussion helps learners develop into reflective practitioners and understand the finer points as to why things are done rather than simply how they are done. This approach is an effective tool for adult learners to enhance their ability to address ill-structured problems, those that are complex and controversial in nature. They become adept at engaging in salient dialogue, which, in turn, expands their reflective thinking skills. This chapter, grounded in a heutagogical approach, explores the use of the case studies in an online discussion format to promote reflective judgment capabilities. Focus is placed on the function and structure of online case-based discussions and methods for assessing learning outcomes.

Using Kolb’s Learning Cycle to Improve Student Sustainability Knowledge

Engineers are increasingly called upon to develop and implement innovative solutions that serve a growing population, while simultaneously exploiting fewer resources and minimizing environmental impacts. As such, improvements in undergraduate curricula are needed to train students to operate under a sustainable development paradigm. A learning-cycle-based sustainability module was adapted and implemented in a cornerstone design course within a civil engineering program at a large, research-intensive institution in the United States. One cornerstone cohort participated in a peer-lecture version of the module, while the second cohort participated in a peer-discussion version. Concept maps, scored using three different methods, were used to measure changes in students’ sustainability knowledge. A self-report survey was used to measure changes in students’ perceptions of their sustainability knowledge and skills. Students in both the peer-lecture and peer-discussion cohorts demonstrated improved sustainability knowledge networks and confidences after participation in the module. However, peer-lecture students showed greater improvements in knowledge connectedness (a feature of expert-like knowledge) than peer-discussion students. Regardless of cohort, cornerstone students demonstrated greater gains in knowledge and confidence than did a cohort of capstone students who participated in an earlier implementation of the module. Future implementations may be most impactful if the peer-discussion format is integrated into early design courses.

Pester Power: Understanding Parent–Child Communication About Fruits and Vegetables in Low-Income Families From the Child’s Perspective

Pick a better snack™, a multicomponent social marketing intervention to promote fruit and vegetable (F&V) consumption, develops children’s ability to ask their parents for F&V. This study’s purpose was to understand this “pester power” from the child’s perspective. Pester power is leveraging children’s ability to convince their parents to purchase items in the store that they normally would not have considered buying. Focus groups were conducted with third-grade program participants ( n = 30) and involved a traditional discussion format, a drawing activity, and role-playing. Most of the communication participants described involved straightforward requests, although a few children described behaviors such as whining. Most reported their parents responded affirmatively to requests, and some described a positive emotional response from parents. Parent denials were typically related to concerns about cost or the child not eating the item after purchase. Findings pointed to high self-efficacy and response efficacy among these children, although role-playing of effective asking strategies and addressing reasons why parents deny requests could enhance the program. Social marketing efforts including children should consider how pester power may play a role in moving adult behavior.

Public Health Seminar: Classics to Contemporary Cases for a New Pedagogy

This best practice article explains a Public Health Seminar course that represents an innovative approach to public health pedagogy with demonstrated learning impacts. Reflecting many of the new Council on Education for Public Health competencies, this required course introduces incoming MPH students to the field of public health using a series of classic and contemporary cases, critically analyzed in a small group discussion format. Other modalities include succinct weekly written reflection critiques, rotating faculty discussion leaders, and a final project using various media platforms to communicate case narratives. Key pedagogical elements support students’ knowledge and skill acquisition: (1) small group discussion format, (2) case-based learning, (3) integration across MPH curriculum, and (4) communication skill building. The Public Health Seminar course offers the opportunity to motivate students early in a program, engaging them in relevant issues and providing insight into the importance of their MPH learning and public health professional practice.

Oxford Case Histories in General Surgery

Oxford Case Histories in General Surgery aims to bring the different subspecialties of general surgery to life for its readers by adopting a case-based discussion format around real-life cases. It is most relevant to those who are just starting out in general surgery, including medical students, surgical care practitioners, foundation doctors, and those entering core surgical training. Each case presents a clinical vignette comprising focussed and relevant clinical and diagnostic information followed by a cases-based discussion that covers relevant clinical material pertinent to the core surgical element of the Intercollegiate Surgical Curriculum. The case-based discussion format is an important learning tool, as it allows focussed application of textbook knowledge to clinical practice and incorporates that with current evidence-based approaches to clinical and surgical management.