Therapists’ experiences and perceptions of teamwork in neurological rehabilitation: Critical happenings in effective and ineffective teamwork

This article reports the second part of an exploratory study into occupational therapists` and physiotherapists` perceptions and experiences of team-work in neurological rehabilitation: the factors that were thought to influence effective and ineffective team-work, and the meaning behind effective and ineffective team work in neurological rehabilitation. The study was undertaken through semi-structured interviews of 10 therapists from three different neurological rehabilitation teams based in the United Kingdom, and used the critical incident technique. Through analysis of the data, several main themes emerged regarding the perceived critical happenings in effective and ineffective team work. These were: team events and characteristics, team members` characteristics, shared and collaborative working practices, communication, specific organisational structures, environmental, external, and patient and family related factors. Effective and ineffective team-work was perceived to impact on a number of levels: having implications for the team, the patient, individual team members, and the neurological rehabilitation service. The study supported the perceived value of team work within neurological rehabilitation. It also indicated the extensive and variable factors that may influence the team working process as well as the complex and diverse nature of the process

Innovative learning in action (ILIA) issue four: New academics engaging with action research

This edition of ILIA showcases four papers which were originally submitted as action research projects on the Postgraduate Certificate in Higher Education Practice and Research programme. Within the programme we offer an environment where participants can explore their unique teaching situations – not to produce all-encompassing approaches to Higher Education (HE) practice but to develop an ongoing dialogue about the act of teaching. In effect, there are no generalisable ‘best’ methods of teaching because they never work as well as ‘locally produced practice in action’ (Kincheloe, 2003:15). Thus rather than providing short term ‘survival kits’ the programme offers new HE teachers a ‘frame’ for examining their own and their colleagues’ teaching alongside questioning educational purpose and values in the pursuit of pedagogical improvement. This ‘frame’ is action research which Ebbutt (1985:156) describes as: …The systematic study of attempts to change and improve educational practice by groups of participants by means of their own practical actions and by means of their own reflections upon the effects of their actions… We promote ‘practitioner-research’ or ‘teacher-research’ as a way of facilitating professional development for new HE teachers, promoting change and giving a voice to their developing personal and professional knowledge. Teachers as researchers embark upon an action orientated, iterative and collaborative process to interrogate their own practices, question their own assumptions, attitudes, values and beliefs in order to better understand, influence and enrich the context of their own situations. The action researcher assumes that practitioners are knowledgeable about their own teaching situations and the fact that they are ‘in-situ’ and not at ‘arms length’ as the value-neutral, ‘scientific’ researcher is often claimed to be, does not invalidate their knowledge. Thus, practitioners are capable of analysing their own actions within a ‘reflective practitioner’ modus operandi. Action research is on-going in conception and well suited to examining the ever-changing and increasingly complex HE practice environment. Findings from action research are always subject to revision since it intrinsically acknowledges the need to constantly revisit widely diverse teaching situations and scenarios across everyday HE practice. Teaching is not predictable and constant, it always occurs in a contemporary microcosm of uncertainty. Action research provides an analytical framework for new HE teachers to begin to engage with this unpredictability on a continuing basis, that is its purpose and also its perennial challenge. The papers presented here describe how four relatively new HE teachers have begun to address the challenge of improving their practice within their locally based settings utilising the action research ‘paradigm’

Development of a Delirium Educational Program for Hospital Medicine Providers

Hospital medicine providers were surveyed to evaluate baseline delirium attitudes and behaviors. An educational program was then shared, and a follow up survey was given to determine if their delirium attitudes and practices were impacted by the educational intervention. Follow up survey results indicated that providers perceived more of a change in their attitudes than practices, and overall found the education to be useful and felt more confident in treating delirium as a result

Allies Not Adversaries: Teaching Collaboration to the Next Generation of Doctors and Lawyers to Address Social Inequality

Recent reports from the Carnegie Foundation for the Advancement of Teaching, as well as from other medical and legal educators, stress that professional training of doctors and lawyers focuses too narrowly on knowledge-based learning, and not enough on context-based problem solving, professionalism, and ethics. Tracing recent calls from both legal and medical educators to increase the teaching of ethics, social responsibility, the lawyer-client and doctor-patient relationship, and holistic problem-solving, this article offers a model of interdisciplinary medical-legal education focused on developing practitioners sensitive to the needs of diverse and disenfranchised clients and patients. It highlights a burgeoning medical-legal partnership model, now in nearly eighty sites across the country, which partners lawyers and doctors to address the underlying social determinants of health for poor children and their families. The medical-legal partnership model, which increasingly includes medical school and law school partners, provides a unique opportunity to engage law and medical students in interdisciplinary problem-solving and ethical reflection, while also expanding their understanding of complex issues of social justice and inequality in our legal and health care systems. An interdisciplinary course offered by Brown Medical School and Roger Williams University School of Law is offered as a model

Creating a center for global health at the University of Wisconsin-Madison.

Globalization, migration, and widespread health disparities call for interdisciplinary approaches to improve health care at home and abroad. Health professions students are pursuing study abroad in increasing numbers, and universities are responding with programs to address these needs. The University of Wisconsin (UW)-Madison schools of medicine and public health, nursing, pharmacy, veterinary medicine, and the division of international studies have created an interdisciplinary center for global health (CGH). The CGH provides health professions and graduate students with courses, field experiences, and a new Certificate in Global Health. Educational programs have catalyzed a network of enthusiastic UW global health scholars. Partnerships with colleagues in less economically developed countries provide the foundation for education, research, and service programs. Participants have collaborated to improve the education of health professionals and nutrition in Uganda; explore the interplay between culture, community development, and health in Ecuador; improve animal health and address domestic violence in Mexico; and examine successful public health efforts in Thailand. These programs supply students with opportunities to understand the complex determinants of health and structure of health systems, develop adaptability and cross-cultural communication skills, experience learning and working in interdisciplinary teams, and promote equity and reduce health disparities at home and abroad. Based on the principles of equity, sustainability, and reciprocity, the CGH provides a strong foundation to address global health challenges through networking and collaboration among students, staff, and faculty within the UW and beyond

Diabetic Ketoacidosis (DKA) Insulin Infusion Protocol Update Using Evidence-Based Practice: A Quality Improvement Project

Diabetic Ketoacidosis is a life-threatening side effect to Diabetes Mellitus. Standards of treatment and recommendations are made by the American Diabetes Association. The project was to evaluate and provide the latest evidence-based practice to update the hospital policy for the treatment of DKA in the Intensive Care Unit and Emergency Department. Retrospective chart reviews were conducted to review the number of patients admitted with diabetic ketoacidosis and treated on the DKA Insulin Infusion Protocol before and after the update. Rapid correction of blood glucose levels proved to be an issue at this facility both before and after the updates were made to the DKA Insulin Infusion Protocol. The data supports the need for change in protocol, staff development in the use of the protocol and the need for change in the emergency department as well as the intensive care unit

Early Childhood Development and the Law

Early childhood development is a robust and vibrant focus of study in multiple disciplines, from economics and education to psychology and neuroscience. Abundant research from these disciplines has established that early childhood is critical for the development of cognitive abilities, language, and psychosocial skills, all of which turn, in large measure, on the parent-child relationship. And because early childhood relationships and experiences have a deep and lasting impact on a child’s life trajectory, disadvantages during early childhood replicate inequality. Working together, scholars in these disciplines are actively engaged in a national policy debate about reducing inequality through early childhood interventions. Despite the vital importance of this period, the law and legal scholars have been largely indifferent to the dynamics of early childhood development. Doctrine and legislation are rarely developmentally sensitive, lumping children into an undifferentiated category regardless of age. The legal system thus misses key opportunities to combat inequality and foster healthy development for all children. And most legal scholars do not engage with the wealth of interdisciplinary research on early childhood, nor are they part of the interdisciplinary dialogue and policy debates. As a result, that conversation does not include the voices of lawyers and legal scholars, who are uniquely positioned to add critical insights. Remedying this stark disconnect requires doing for law what scholars have done in other disciplines: creating a distinctive field. Accordingly, this Article proposes a subdiscipline of early childhood development and the law. The new field crystallizes a distinctive interest that the legal system must attend to and charts a path for legal scholars to follow for years to come. As with the dawning of fields such as juvenile justice, domestic violence, and elder law, early childhood development and the law will be a focal point for research within the legal academy, a vital bridge to scholars in other disciplines, and an important means for bringing lawyers and legal scholars to the heart of emerging policy debates

NanoInfoBio: A case-study in interdisciplinary research

A significant amount of high-impact contemporary scientific research occurs where biology, computer science, engineering and chemistry converge. Although programmes have been put in place to support such work, the complex dynamics of interdisciplinarity are still poorly understood. In this paper we highlight potential barriers to effective research across disciplines, and suggest, using a case study, possible mechanisms for removing these impediments.Comment: Appears in Kettunen, J., Hyrkkanen, U. & Lehto, A. (Eds.) Applied Research and Professional Education, p.p. 289-309. Turku University of Applied Sciences (2012). http://julkaisut.turkuamk.fi/isbn9789522162519.pdf. arXiv admin note: substantial text overlap with arXiv:1012.417