The PERMIT Teachers’ training approach: Learning from experience, experiencing to learn

This article aims to introduce the envisioned strategy in the teachers’ training programme implemented within PERMIT project. Since the beginning, the project considered teachers’ education as the crucial component of an educational dispositive (as understood by U. Margiotta in the sense of a social mechanism allowing a group of people to do, think and implement something according to a precise strategy) able to bring about innovations on the project topic (intercultural education for dialogue in the civil society). A concrete goal of such training was to develop intercultural competences to manage complex learning processes in the scenario of three different realities interacting within the PERMIT project (Italy, Slovenia, Turkey). At the same time, such a teacher training dispositive wasa hypothesized to enhance a reflection that takes to develop teachers’ professional identity for the new hybrid and fluid learning space. In fact, in the authors vision, formal training has too structured activities, which need to be revisited in the light of a new strategy for teachers’ professional development in intercultural learning environments. In fact, the strategy focused on: supporting contact with peers in the locally and acrossfrontiers; the use of online learning tools; coaching to further experimentation in class; and the creative process of learning activities design undertaken by teachers in sistematizingthe many resources and ideas coming out from their work in class (“Pedagogy of learning unit”). In the end, the recognition of non-formal and informal learning would lead to the accreditation of learning by the University Ca’ Foscari of VeniceQuesto articolo mira ad introdurre la strategia incorporata al programma di formazione degli insegnanti implementato attraverso il progetto PERMIT. Il progetto considerava sin dall’inizio la formazione degli insegnanti come componente cruciale di un dispositivo formativo (nel senso della concezione di U. Margiotta -1997-, come meccanismo che consente un gruppo umano di fare, pensare e attuare seguendo una certa direzione strategica) mirato a generare innovazione con relazione al topico del progetto (educazione interculturale per aprire al dialogo della società civile) e nello scenario di tre culture interagenti (Italia, Slovenia, Turchia). Nel contempo, tale dispositivo per la formazione degli insegnanti ha generato un percorso riflessivo da parte dei formatori sul processo di sviluppo dell’identità professionale dell’insegnante immerso nel processo di creazione e di condivisione di esperienze e risorse educative con insegnanti da altre realtà culturali. Nella visione degli autori, l’attività formale di formazione degli insegnanti doveva essere rivista, poiché troppo strutturata, puntando a creare una nuova strategia di formazione per lo sviluppo professionale dell’insegnante in ambienti di apprendimento interculturali.In effetti, la strategia formativa si basava sul supporto dato agli insegnanti per il contatto con pari di altre realtà internazionali; l’uso di ambienti virtuali di apprendimento; il coaching nel processo di implementazione in classe delle unità di apprendimentoelaborate sperimentalmente dagli insegnanti; il percorso riflessivo per la sistematizzazione della propria pratica professionale (Pedagogia dell’Unità di Apprendimento). Infine, il modello includeva il riconoscimento di apprendimenti informali e non formali per l’accreditamento universitario presso l’ente proponente, Ca’ Foscari

The Internationalization of a Sexual Violence Policy

ABC University (ABCU; a pseudonym) is a Canadian university that has seen a significant increase in international students in the past several years. Institutional infrastructure has not fully adjusted to the new student demographic, meaning that processes, policies, and resources still cater to domestic student needs. The problem of practice (PoP) addressed in this Organizational Improvement Plan (OIP) is the lack of intercultural perspectives and international student considerations represented in the ABCU 2020 sexual violence policy draft. Policies that protect student health and well-being must be inclusive and responsive to the needs of the student population. Drawing on recommendations outlined in a research project report, this OIP discusses why policy reform is necessary through critical and intersectional perspectives. Moreover, it provides a framework for change that was developed using Cawsey et al.’s (2016) change path model and Lasswell’s (1956) policy cycle, while being complimented by Kotter’s (1996) sense of urgency. Four possible solutions are presented to resolve the PoP. The chosen solution discusses how the policy should be changed, with supporting artifacts developed and added that address gaps outlined in the research project report. The OIP continues with a detailed implementation for the chosen solution through transformative and transformational leadership approaches, followed by a sustainable monitoring and evaluation plan. It concludes by discussing possible next steps and future considerations upon OIP completion. Implementation of this OIP will create a safer and more equitable campus for all students at ABCU and set precedent for more inclusive sexual violence policies in higher education

Oral Paper S26 - What are students frightened of?

Background Despite extensive consistent integrated early clinical experience at HYMS, students have often been noted to struggle in making the transition from the largely University-based Phase I (2 years) to immersion in the clinically-based Phase II. Tutors report student difficulties in adopting an appropriate attitude to learning in this environment; some are noted to respond to this by minimising the time spent on the wards with obvious consequences for their experience and education. Presentation A new “Core Clinical Skills and Professional Expectations” course, lasting 2 weeks was introduced in August 2014 for students making this transition. This block aimed to address many areas which students have been noted to struggle with, including professionalism and development of clinical diagnostic reasoning and skills for independent learning. Evaluation Students were asked to identify their own fears and anxieties about moving into the clinical environment. All students completed a brief survey at both the beginning and the end of this two week period which included identification of their own sources of anxiety in approaching immersion in the clinical environment. Results of this survey are presented and discussed with implications for clinical teaching

Oral Paper SP63. Learner Centred Communication Masterclasses

Background HYMS 3rd and 4th Year MB ChB students frequently encountered communication challenges on clinical placements, despite extensive communication skills teaching in the first two (university based) years of the course. PresentationCompulsory Communication Masterclasses were introduced for 3rd and 4th year students to provide an opportunity for them to address Communication and Professionalism challenges they have encountered on clinical placement. The student-centred Masterclasses are led by Primary /Secondary Care clinicians working with experienced Simulated Patients. They provide an opportunity for students to role play Communication/Professionalism challenges and receive feedback from their peers, Simulated Patient and tutor to help identify strategies for dealing with similar challenges in their future career. Evaluation Students are required to complete an online evaluation which includes descriptive and Likert scale feedback. Students give consistently positive feedback on these sessions, and highlight appreciating the opportunity to reflect and learn from clinician tutors about real-life communication/ professionalism challenges. This student evaluation informs Staff Development Masterclasses for tutors, tutored by faculty and run similarly to the Student Communication Masterclasses. These provide an opportunity to address challenges that tutors have encountered when tutoring Masterclasses and ensure that tutors deliver a consistently high quality student-learning experience

Roundtable RT06. Clinical Reasoning skills: Something that can be taught or just a matter of seeing lots of patients?

There is considerable literature regarding the complex nature of clinical reasoning for clinicians. Norman (2005) stated “there is no such thing as clinical reasoning - there is no best way through a problem. The more one studies the clinical expert, the more one marvels at the complex and multidimensional components of knowledge and skill that he brings to bear on the problem, and the amazing adaptability he must possess to achieve the goals of effective care”.For novices to become experts they need extensive deliberate practice to facilitate the availability of conceptual knowledge and add to their storehouse of already solved problems (Norman 2005).The authors are aware that previously students learnt how to reason clinically by clerking lots of patients and constructing lists of likely differential diagnoses. Students were repeatedly interrogated by doctors to justify their differential diagnoses. Changes in working time directives and increased shift working mean that students are less likely to have to justify their thinking on several occasions to the same doctor who then helps them develop their reasoning skills.Today’s students face further challenges, as modern medical curricula generally focus on delivering clinical experience in system-specific rotations leaving students unable to organise information effectively when patients present with complex, multisystem illnesses. A limitation of systems based curricula is that it does not encourage the development of clinical reasoning skills.There is now extensive literature regarding the need to explicitly teach clinical reasoning skills to students in addition to them having lots of practice in clerking patients and then constructing lists of the most likely differential diagnoses.Delegates at this round table discussion will be encouraged to debate whether they believe that students can be explicitly taught clinical reasoning skills or whether it is just a case of ‘seeing lots of patients’

Workshop 13. Clinical Diagnostic Reasoning: Equipping students with peer instruction skills to work together in developing their diagnostic reasoning

Workshop Format An introductory presentation covering best evidence in current medical education literature regarding development of diagnostic clinical reasoning skills for undergraduate students Small group work focusing on clinical tutor- identified real case scenarios to enable delegates to identify teaching and learning approaches to help undergraduate students to develop diagnostic reasoning skills. This will include consideration of facilitation of peer-peer approaches for development of clinical reasoning skills A closing plenary will include • DVD demonstrating the authors’ approach to facilitation of skills development in this area • Further discussion about the student-led approach • Reflection on incorporating novel approaches in delegates` own curriculum and teaching sessions • Presentation of the authors student “pocket guide” hand-out • Questions/Answers/Sharing best practice. Workshop Submissions Objectives To consider clinical tutor-identified, specific, student cognitive-processing difficulties in clinical diagnostic reasoning in contemporary systems based curricula. o consider specific challenges for students in developing their own clinical reasoning skills, following a transition from university to clinical teaching environments. To aid development of students` ability to consider their own clinical reasoning skills and facilitate development of these skills in their colleagues To share best practice with colleagues To discuss the authors` example of curricular innovation in this area Intended audience Tutors responsible for delivering clinical skills/ clinical reasoning teaching in undergraduate training

Inquiry-based learning approach for a systematically structured conceptual design process: Design project for disabled people

With the projects implemented in the 'Design for the Disabled' course in the University 2019-2020 academic year, students are asked to develop solutions for the problems of disabled individuals, which is one of the real-world issues, while gaining professional knowledge such as critical thinking, idea generation and learning the conceptual design process. In addition, it is aimed to increase their learning motivation and interest in social design projects. It was learned that the students did not carry out a design project for disabled individuals in their previous projects. Throughout the semester, students developed their projects with a conceptual design matrix consisting of Data Collection, Primary Analysis, Secondary Analysis, Synthesis, Hypothesis, Preliminary Design and Final Design stages. Students were asked to present their projects at the Final Design stage. The course was conducted through online classes during the Covid-19 Pandemic for twelve weeks. Students are enabled to experience an interdisciplinary critical process. Thus, successful solutions and new models have been developed in projects in terms of product and space

A state-of-the-art review of Engaged Learning in Belgium, Finland, Germany, Italy, Spain and the United Kingdom

In this state of the art review, we explore the concept of Engaged Learning, and the development of this pedagogy globally, with a specific focus on each of the CaST Partner Countries of Belgium, Finland, Germany, Italy, Spain and the United Kingdom. We define Engaged Learning as the process where students apply the theory learned at Higher Education Institutions (HEI) to a context outside of HEI by addressing societal concerns, challenges or needs while producing knowledge in an equitable, mutually beneficial partnership