Development and Transfer of Innovative Problem Solving Strategies and Related Confidence in Biomedical Engineering

Twenty-nine biomedical engineering (BME) undergraduates participated in a challenge-based instruction biotransport course, offered by the UT Austin BME Department in an accelerated format, at the University of Cambridge. Students’ attitudes toward, and aptitude for solving genuine and complex biomedical problems were assessed throughout the semester through surveys, interviews, observations, and in-class examinations. Students’ aptitude for problem solving improved throughout the semester, in a manner independent of content knowledge development. By the end of the semester, students readily transferred the problem-solving framework, learned within a biotransport context, to solve biomechanics problems. Additionally, we observed significant increases over time in students’ confidence in their ability to complete challenges within and outside of the biotransport domain. We believe that this illustrative case study provides significant quantitative evidence supporting the effectiveness of challenge-based pedagogies for engineering courses.Cockrell School of Engineerin

Orchestrating Forest Policy in Italy: Mission Impossible?

In the Italian political and economic agenda the forest sector occupies a marginal role. The forest sector in Italy is characterized by a high institutional fragmentation and centralized decision-making processes dominated by Public Forest Administrations. Public participation in forest policy processes has been implemented since the 1990s at national, regional and local levels in several cases. However, today no significant changes have been observed in the overall governance of the forest sector and stakeholders' involvement in Italian forest policy decision-making is still rather limited. The aims of this paper are to describe the state of forest-related participatory processes in Italy at various levels (national, regional and local) and identify which factors and actors hinder or support the establishment and implementation of participatory forest-related processes in the country. The forest-related participatory processes are analyzed adopting a qualitative-based approach and interpreting interactive, complex and non-linear participatory processes through the lens of panarchy theory

Exploring Predictors of Teamwork Performance in an Interprofessional Education Setting

Abstract EXPLORING PREDICTORS OF TEAMWORK PERFORMANCE IN AN INTERPROFESSIONAL EDUCATION SETTING By Danah M. Alsane, MS. A thesis submitted in partial fulfillment of the requirements for the degree of Master of Pharmaceutical Science at Virginia Commonwealth University Virginia Commonwealth University, 2016 Advisor: Patricia Slattum, Pharm.D., Ph.D. Professor and Director of the Geriatric Pharmacotherapy Program Department of Pharmacotherapy and Outcomes Science Objectives: The primary objective of this study was to explain how individual characteristics influence teamwork development. In addition, it evaluated how teamwork development, in conjunction with content knowledge, impact students’ performance on a team-based project in an Interprofessional Quality Improvement and Patient Safety (IPQIPS) course. Methods: This cross sectional study included medical, pharmacy, and nursing students enrolled in an IPQIPS course offered for the first time at VCU. Predictors of teamwork development examined included collective orientation (measured using the Collective Orientation Scale, which included dominance and affiliation subscales), and prior interprofessional teamwork experience (measured using self-report). The Team Development Measure (TDM) was used to measure teamwork development. The Statistical Process Control Quiz (SPCQ) was used to assess content knowledge acquired during the course. The final project score was used to evaluate students’ performance on a team-based project. Structural equation modeling was used to test study hypotheses. Results: Among the proposed predictors (dominance, affiliation, and interprofessional teamwork experience), only dominance was related to TDM. No significant relationship was found between teamwork development combined with content knowledge and successful accomplishment of team-based project. Conclusion: This study was the first to our knowledge to simultaneously assess the impact of individual characteristics on teamwork development, and how teamwork development (combined with individual student knowledge) influences students’ performance on team-based project in an interprofessional education setting. Although findings were not conclusive, several potential avenues for future study are highlighted

Curriculum renewal for interprofessional education in health

In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi

Self-Efficacy and Instruction in Mathematics

According to the National Mathematics Advisory Panel (2008) differences in students\u27 mathematical achievement were attributed to differences in teacher characteristics, including the use of instructional methods and their self-efficacy beliefs. Concurrently, today\u27s mathematics teachers face challenges arising from Federal and State mandates requiring students\u27 proficiency to improve on standardized tests. This study considered the relationship between two characteristics, mathematics teachers\u27 self-efficacy and their choice of instructional strategies. Further, the relationship between teachers\u27 self-efficacy and their demographic characteristics as measured by a researcher-developed questionnaire was explored. The researcher utilized the Teacher Self-Efficacy Scale (TSES) and the Teachers\u27 Instructional Practices Survey (TIPS), which were integrated onto the Survey Monkey website. Members of the Florida Council of Teachers of Mathematics (FCTM) were invited to participate in this study through the FCTM Newsletter, as well as through an email which included a hyperlink to the surveys. Additional access was made available to teachers via a link posted in the FCTM website. The link was kept active and data collected from April 24 through May 28,2009. A total of 101 middle school mathematics teachers completed all the questions in the surveys. Results indicated that instructional strategies chosen by teachers with higher self-efficacy differed by frequency of use from those employed by teachers with lower self-efficacy. Teachers with higher TSES scores demonstrated a significantly higher use of problem-based learning, direct instruction, and communication and study skills. Although not significant, it was notable that teachers with higher self-efficacy scores (TSES scores) used manipulatives and multiple representations, and collaborative learning, more often than teachers with lower TSES scores during self- reported five period days. Nevertheless, teachers with lower self-efficacy tended to use technology aided instruction more often than teachers with higher self-efficacy

The Stakeholder Experience of a large scale final year undergraduate social community research project

Objective: In 2014 The School of Pharmacy at the University of Nottingham needed to deliver individual research methods supervision by a small number of academic staff to a large number of final year students. There are limited opportunities for students to gain patient facing experience on this course. The learning initiative was designed to meet these needs. Design: Dissertation students were offered a unique opportunity to participate in a large scale community pharmacy research project. Eighty-two students collected standardised data from patients across 36 pharmacies in the Greater Nottingham area. Local data collection supervision was provided by the local community pharmacists at the data collection sites. Academic supervision was provided to students using a hub and spoke model with ‘hub’ supervision provided by two members of staff offering broad methodological support to the cohort. This was further supported by local supervisors providing individualised ‘spoke’ support to students. Students were able to examine and report on their local results. The data generated overall provides a mass dataset for further examination by academics. An independent evaluation of stakeholder experience was undertaken. Assessment: Students were assessed by a poster presentation and written report summarising one segment of local analysis. Conclusion: Academics saw the hub and spoke model of supervision as innovative and a positive and efficient use of their time. All participating stakeholders feel that students benefit from the timely development of their transferable skills for their professional career; skills cited as requirements for pharmacy education by the GPhC (2011)