1,856 research outputs found

    Multidisciplinary education: photographic rally in the natural environment

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    Resumen basado en el de la publicaci√≥nCada vez es m√°s conocido lo atractivas que son las actividades en el Medio Natural, en general y en la escuela, en particular, por lo tanto llevarse parte de la educaci√≥n fuera del aula puede ser algo muy positivo. Teniendo como objetivo convertir la educaci√≥n en algo atractivo y conseguir que los conocimientos se obtengan mediante la vivencia y as√≠ hacerlos m√°s significativos, se ve conveniente el uso del rally fotogr√°fico como una herramienta de ense√Īanza. Esta actividad puede proporcionar diversas posibilidades para abordar distintos objetivos. El enfoque y las caracter√≠sticas que se le da lo har√°n adecuado a un grupo u otro, pudiendo ser escolares o adultos. Esta actividad facilita un trabajo multidisciplinar e interdisciplinar en el que se integran varias materias. El conocimiento del entorno urbano, como el natural proporcionan un desarrollo m√°s integral del alumno. Se proponen una serie de pasos para su elaboraci√≥n y diferentes ejemplos.ES

    Comment: The Role of Happenstance in Multidisciplinary Education

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    Notwithstanding a successful experience in interdisciplinary education at Cornell, Dr. Heath has found that students interested in multidisciplinary education confront an ever-shifting mosaic of opportunity. Thus, the author believes that success is apt to be more a matter of serendipity than careful planning

    Care for chronic renal patients ‚Äď Role of multidisciplinary education

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    The aim of this study is to summarize the beneficial effects of the holistic approach to patients living with chronic renal failure, including multidisciplinary education and psychosocial care. By education, we enable our patients to reach self-management, appropriate compliance, and coping, which may decrease progression of renal failure, avoid urgent need for starting dialysis and may facilitate better modality selection, access planning, renal transplantation activity, and rehabilitation. Psychosocial care reduces anxiety and fear, modifies perception of illness’ burden, and increases quality of life. Yet, both patients and nephrologists feel that transmission of information is often insufficient. Different methods can effectively be utilized as educational interventions, meetings with staff, and also with expert patients, group education sessions, written or online materials, or multimedia presentations. Patient care of such a high complexity can be provided only by multidisciplinary teams. A special Hungarian example of holistic care is presented, and the favorable results of the education and lifestyle camps for patients accompanied by their relatives are discussed. Accordingly, complex care of patients living with chronic renal failure on the long run is cost saving

    The Question Bridge and Multidisciplinary Education: Building an Innovative Partnership

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    The ‚ÄúQuestion Bridge: Black Males‚ÄĚ is an interactive, transmedia dialogue among a critical mass of black men. The project began in 2012 as a documentary and has since evolved into an interactive website and mobile app in which black males of all ages and backgrounds ask and respond to questions about experiences via a video camera. The project is designed to breakdown the negative perceptions of black males and create a safe space for honest dialogue and healing. Winthrop University Galleries hosted an exhibit of this project in the Fall 2014 semester in conjunction with a larger roundtable discussion on black male identity This exhibit further evolved into a partnership between the Department of Social Work and the Winthrop University Galleries. During the semester, social work students learned about issues around race, gender, and identity through traditional, classroom-based presentations and through interactions with the Winthrop University Galleries and the Question Bridge: Black Males‚ÄĚ exhibit. This collaboration was the first in an ongoing partnership between the Winthrop University Galleries and the Department of Social Work. The presentation will explain the step-by-step process in developing a collaboration across disciplines, including strategies and recommendations on how to connect university projects and opportunities into the classroom experience. Included in this talk will be a discussion about the impact of the Question Bridge project on broadening students\u27 critical thinking around privilege and oppression. As part of the presentation, participants will be introduced to the Question Bridge and will learn about how this transmedia project can enrich classroom content on issues around diversity and the black male experience. Participants will also learn how creative and innovative partnerships across disciplines can strengthen and enhance the classroom experience. Finally, the presenters will explore the impact of this multidisciplinary collaboration in terms of both engagement and faculty connections

    Treatment of irritable bowel syndrome

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    Irritable bowel syndrome is characterised by diverse symptoms including abdominal pain, altered bowel function (increased bowel frequency, constipation), bloating, abdominal distension, the sensation of incomplete evacuation, and the increased passage of mucus. No unifying hypothesis explains all these symptoms, and no single agent will alleviate all components of the symptom complex. The currently favoured model to explain the symptoms includes central and end organ components. These may be combined into an integrated hypothesis that incorporates psychological factors (stress, distress, affective disorder) and dysfunction of the gut (disorders of motility, visceral hypersensitivity). Current standard drug treatment generally entails a symptom directed approach with drugs aimed at pain, constipation, and diarrhoea. Development of new drugs has focused mainly on agents that modify the effects of 5-hydroxytryptamine (5-HT) in the gut. Alternatives to this single receptor approach exist, although not all patients respond to educational and psychological interventions, and treatment with drugs will remain an option for non-responders

    Development of a brief multidisciplinary education programme for patients with osteoarthritis

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    Background Osteoarthritis (OA) is a prevalent progressive musculoskeletal disorder, leading to pain and disability. Patient information and education are considered core elements in treatment guidelines for OA; however, there is to our knowledge no evidence-based recommendation on the best approach, content or length on educational programmes in OA. Objective: to develop a brief, patient oriented disease specific multidisciplinary education programme (MEP) to enhance self-management in patients with OA. Method Twelve persons (80% female mean age 59 years) diagnosed with hand, hip or knee OA participated in focus group interviews. In the first focus group, six participants were interviewed about their educational needs, attitudes and expectations for the MEP. The interviews were transcribed verbatim and thereafter condensed. Based on results from focus group interviews, current research evidence, clinical knowledge and patients' experience, a multidisciplinary OA team (dietist, nurse, occupational therapist, pharmacist, physical therapist and rheumatologist) and a patient representative developed a pilot-MEP after having attended a work-shop in health pedagogics. Finally, the pilot-MEP was evaluated by a second focus group consisting of four members from the first focus group and six other experienced patients, before final adjustments were made. Results The focus group interviews revealed four important themes: what is OA, treatment options, barriers and coping strategies in performing daily activities, and how to live with osteoarthritis. Identified gaps between patient expectations and experience with the pilot-programme were discussed and adapted into a final MEP. The final MEP was developed as a 3.5 hour educational programme provided in groups of 6-9 patients. All members from the multidisciplinary team are involved in the education programme, including a facilitator who during the provision of the programme ensures that the individual questions are addressed. As part of an ongoing process, a patient representative regularly attends the MEP and gives feedback concerning content and perceived value. Conclusion A MEP has been developed to enhance self-management in patients with OA attending a multidisciplinary OA outpatient clinic. The effectiveness of the MEP followed by individual consultations with members of the multidisciplinary team is currently evaluated in a randomised controlled trial with respect to patient satisfaction and functioning

    Multidisciplinary education for environmental sustainability

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    The World Commission on Environment and Development (1987) recognised the interconnection across peace, security, development, and environmental sustainability. Likewise, war and extreme economic inequality are linked to structural violence in the human community and the degradation of the biophysical environment. Because the issues are interconnected, creating communities supportive of environmental sustainability is a complex, multi-dimensional process, which is linked to concerns for positive peace and social, economic, and political justice (Schmitz, Matyók, Sloan, and James 2012)

    ‚ÄúPilot implementation of an interdisciplinary course on climate solutions‚ÄĚ

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    A pilot implementation of an experimental interdisciplinary course on climate solutions was undertaken at San Jose¬ī State University in the fall semester of 2008. The course, co-taught by seven faculty members from six colleges, was approved for a general education requirement and was open to upperclass students campus-wide. A course with such a breadth of topics and range of student backgrounds was the first of its kind here. The lessons learned from the pilot effort were assessed from student, faculty, and administrative perspectives. The educational benefits to students from the interdisciplinary format were found to be substantial, in addition to faculty development. However, challenges associated with team-teaching were also encountered and must be overcome for the long-term viability of the course. The experimental course was approved as a permanent course starting in the fall semester of 2009 based on the pilot effort, and plays a role in the College of Engineering‚Äôs recent initiatives in sustainability in addition to campus-wide general educatio
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