92 research outputs found
Authentic alignment : toward an Interpretative Phenomenological Analysis (IPA) informed model of the learning environment in health professions education
It is well established that the goals of education can only be achieved through the constructive alignment of instruction, learning and assessment. There is a gap in research interpreting the lived experiences of stakeholders within the UK learning environment toward understanding the real impact – authenticity – of curricular alignment. This investigation uses a critical realist framework to explore the emergent quality of authenticity as a function of alignment.This project deals broadly with alignment of anatomy pedagogy within UK undergraduate medical education. The thread of alignment is woven through four aims: 1) to understand the alignment of anatomy within the medical curriculum via the relationships of its stakeholders; 2) to explore the apparent complexity of the learning environment (LE); 3) to generate a critical evaluation of the methodology, Interpretative Phenomenological Analysis as an approach appropriate for realist research in the complex fields of medical and health professions education; 4) to propose a functional, authentic model of the learning environment.Findings indicate that the complexity and uncertainty inherent in the LE can be reflected in spatiotemporal models. Findings meet the thesis aims, suggesting: 1) the alignment of anatomy within the medical curriculum is complex and forms a multiplicity of perspectives; 2) this complexity is ripe for phenomenological exploration; 3) IPA is particularly suitable for realist research exploring complexity in HPE; 4) Authentic Alignment theory offers a spatiotemporal model of the complex HPE learning environment:the T-icosa
Strategic Assortment Decisions in Omnichannel Retailing: The Design and Evaluation of an Omnichannel Assortment Ontology for Consumer Confusion.
Consumer confusion is a phenomenon observed in retail settings where consumers feel irritation or frustration during the shopping journey. Consumers can be overwhelmed by assortment size, complex product variety, brand similarities, information inconsistencies or by intense stimuli from store atmospherics inducing information overload, leading to adverse reactions. Oftentimes, these experiences result in various negative short- and long-term consequences such as helplessness, purchase abandonment, dissatisfaction, or loss of trust or loyalty, thus representing a crucial challenge for retailers to prevent or mitigate. Consumer confusion has been studied extensively in a single-channel context, for instance, by investigating information overload phenomena in online shopping situations or examining increased choice sets resulting from large assortment sizes in physical stores. However, although omnichannel retailing has become the current state-of-the-art in the retail industry today, consumer confusion research from an omnichannel perspective is still very scarce. With the increased adoption of the omnichannel strategy by retailers that allow free switching behaviour for their customers during their shopping journeys, a new dimension to the consumer confusion phenomenon is observed. Customers are not only exposed to potential confusion at a specific retail situation in a single channel but are now confronted with potential new negative experiences while comparing products, prices, or information across channels. Particularly, when confronted with assortment inconsistencies across channels while switching channels, customers can experience irritation, frustration, or annoyance if the desired item is not to be found on the other channel, leading to adverse reactions that can potentially impact the retailer's financial performance. Prior literature has considered consumer confusion induced by assortment size, variety, or layout, but neglected its occurrence from assortment inconsistencies across channels from a channel switching perspective so far. This thesis focuses on the consumer confusion phenomenon resulting from assortment inconsistencies across channels from a channel-switching perspective in omnichannel retailing.
Strategic assortment decisions in omnichannel retailing involve the coordination of the assortment between channels. Retailers can decide to realise a “Full”, “Asymmetric”, or “No Integration” approach for their assortment across channels. These strategic assortment decisions are taken at the Marketing-Operations-Interface (MOI), an interface harmonizing oftentimes conflicting relationships between objectives of the marketing and operations
functions of the retailer. Although identical assortment across channels seems to be the desired solution to prevent consumer confusion (representing an objective from the marketing function), retailers oftentimes apply partial integration to benefit from channel-specific advantages such as the Long Tail effect (representing an objective from the operations function) which is detrimental to consumer confusion prevention. Retailers seem to neglect the significance of consumer confusion while making strategic assortment decisions at the MOI indicating that the phenomenon is not sufficiently explored or captured in an omnichannel context. Retailers appear to lack knowledge of the relevant concepts, dimensions, and consequences of the consumer confusion phenomenon. As a result, retailers are likely to fail in addressing and preventing the occurrence of the consumer confusion phenomenon in an omnichannel context.
Current studies on strategic assortment decisions and consumer confusion in omnichannel retailing are very scarce and primarily based on experimental studies with a strong lack of empirical contributions. More importantly, none of the studies considers channel switching behaviour in the context of consumer confusion although representing the primary condition for the phenomenon to occur. There is a need for the integration and alignment of knowledge capturing the domains for strategic assortment decisions, the consumer confusion concept, and its short- and long-term consequences from a channel switching behaviour perspective in order to inform strategic assortment decisions at the MOI.
Ontologies are explicit and formal specifications of shared conceptualisations that can structure and link information of specific domains and thus are a suitable technique for knowledge representation. Grounded on a Design Science project, this research designs and develops an ontology-based knowledge representation that captures and aligns domain knowledge on strategic assortment decisions, the consumer confusion concept and its consequences from a channel switching behaviour perspective in an omnichannel retailing context. The literature- and practitioner-informed Omnichannel Assortment Ontology for Consumer Confusion is able to integrate and represent relevant concepts and their relationships at the MOI in order to inform omnichannel retailers on the link between strategic assortment decisions and the consumer confusion phenomenon. The ontology is instantiated and evaluated through a System Dynamics model based on a case study that demonstrates successfully its ability to inform omnichannel retailers on strategic assortment decisions and the consumer confusion concept at the MOI.
This study contributes to theory and practice in various ways. From a theoretical perspective, this is the first study to link strategic assortment decisions with the consumer
confusion concept from a channel switching behaviour perspective. The solution design embodies novel design knowledge on the construction of an ontology-based knowledge representation. Moreover, the study enhances the fields of omnichannel assortment, consumer confusion, and channel switching behaviour research by introducing novel concepts, tools, and an improved understanding of the domains and their interplay with each other. From a managerial perspective, the ontology effectively serves as a knowledge reference that is able to guide strategic decision-making in assortment integration for omnichannel retailers at the MOI. This allows omnichannel retailers to identify and mitigate potential adverse consumer reactions induced by consumer confusion, thus eventually preventing financial impact on their retail performance
Systematic Approaches for Telemedicine and Data Coordination for COVID-19 in Baja California, Mexico
Conference proceedings info:
ICICT 2023: 2023 The 6th International Conference on Information and Computer Technologies
Raleigh, HI, United States, March 24-26, 2023
Pages 529-542We provide a model for systematic implementation of telemedicine within a large evaluation center for COVID-19 in the area of Baja California, Mexico. Our model is based on human-centric design factors and cross disciplinary collaborations for scalable data-driven enablement of smartphone, cellular, and video Teleconsul-tation technologies to link hospitals, clinics, and emergency medical services for point-of-care assessments of COVID testing, and for subsequent treatment and quar-antine decisions. A multidisciplinary team was rapidly created, in cooperation with different institutions, including: the Autonomous University of Baja California, the Ministry of Health, the Command, Communication and Computer Control Center
of the Ministry of the State of Baja California (C4), Colleges of Medicine, and the College of Psychologists. Our objective is to provide information to the public and to evaluate COVID-19 in real time and to track, regional, municipal, and state-wide data in real time that informs supply chains and resource allocation with the anticipation of a surge in COVID-19 cases. RESUMEN Proporcionamos un modelo para la implementación sistemática de la telemedicina dentro de un gran centro de evaluación de COVID-19 en el área de Baja California, México. Nuestro modelo se basa en factores de diseño centrados en el ser humano y colaboraciones interdisciplinarias para la habilitación escalable basada en datos de tecnologías de teleconsulta de teléfonos inteligentes, celulares y video para vincular hospitales, clínicas y servicios médicos de emergencia para evaluaciones de COVID en el punto de atención. pruebas, y para el tratamiento posterior y decisiones de cuarentena. Rápidamente se creó un equipo multidisciplinario, en cooperación con diferentes instituciones, entre ellas: la Universidad Autónoma de Baja California, la Secretaría de Salud, el Centro de Comando, Comunicaciones y Control Informático.
de la Secretaría del Estado de Baja California (C4), Facultades de Medicina y Colegio de Psicólogos. Nuestro objetivo es proporcionar información al público y evaluar COVID-19 en tiempo real y rastrear datos regionales, municipales y estatales en tiempo real que informan las cadenas de suministro y la asignación de recursos con la anticipación de un aumento de COVID-19. 19 casos.ICICT 2023: 2023 The 6th International Conference on Information and Computer Technologieshttps://doi.org/10.1007/978-981-99-3236-
Authentic Alignment: Toward an Interpretative Phenomenological Analysis (IPA) informed model of the learning environment in health professions education
It is well established that the goals of education can only be achieved through the constructive alignment of instruction, learning and assessment. There is a gap in research interpreting the lived experiences of stakeholders within the UK learning environment toward understanding the real impact – authenticity – of curricular alignment. This investigation uses a critical realist framework to explore the emergent quality of authenticity as a function of alignment.
This project deals broadly with alignment of anatomy pedagogy within UK undergraduate medical education. The thread of alignment is woven through four aims: 1) to understand the alignment of anatomy within the medical curriculum via the relationships of its stakeholders; 2) to explore the apparent complexity of the learning environment (LE); 3) to generate a critical evaluation of the methodology, Interpretative Phenomenological Analysis as an approach appropriate for realist research in the complex fields of medical and health professions education; 4) to propose a functional, authentic model of the learning environment.
Findings indicate that the complexity and uncertainty inherent in the LE can be reflected in spatiotemporal models. Findings meet the thesis aims, suggesting: 1) the alignment of anatomy within the medical curriculum is complex and forms a multiplicity of perspectives; 2) this complexity is ripe for phenomenological exploration; 3) IPA is particularly suitable for realist research exploring complexity in HPE; 4) Authentic Alignment theory offers a spatiotemporal model of the complex HPE learning environment: the T-icosa
Probing student engagement with size and distance in introductory astronomy
Astronomy Education Research has shown that students have many challenges when it comes to understanding key concepts in Astronomy. Amongst these is a poor understanding of astronomical scales. Recently for example, both sizes and distances have been shown to present similar difficulties to students in both South Africa and Norway. It is difficult to attribute the findings simply to inadequate teaching due to the significant differences between the two countries with regard to language, culture, and the type of science teaching. It has, therefore, been suggested that since astronomical sizes and distances are beyond immediate human experience the explanation might in fact lie at a deeper cognitive level. The present thesis is aimed at exploring the link between astronomical sizes and distances as well as cognition. Part I The thesis focuses on investigating students' understanding of sizes and distances in astronomy. This was done by probing student notions of astronomical scales, using the size and distance questions from the Introductory Astronomy Questionnaire (IAQ), the instrument which led to the original findings noted previously. These questions were administered before and after a specially structured teaching intervention on sizes and distances. The results of this study in 2018 were found to be (a) in agreement with similar studies previously reported in South Africa and Norway, namely, that both sizes and distances in astronomy were poorly understood in both contexts and (b) that the teaching intervention was least effective for distances. Based on the findings above, the focus of the thesis shifted to a more fine-grained investigation of how students conceived of distances, as they increased from "human scale" to "beyond human scale". The study was carried out using the Grounded Theory Method (GTM). Data were generated by prompting written explanations from introductory astronomy students on how they engaged with three distances two of which may be considered to be within human experience while the third lies beyond the realm of direct experience. The distances used were 7 metres, 100 kilometres and the distance to the moon. The second distance was partly informed by the idea that we often communicate large distances to each other in terms of time. In addition, the framing of the questions excluded the possibility of visual explanations. The questions were administered to a cohort of introductory astronomy students at the University of Cape Town in 2019. A grounded analysis of the student responses was carried out to identify key ideas. The categories that emerged from the analysis showed clear evidence of students using different, unconnected types of explanations rather than simple extrapolations of one idea. A conceptual transition was identified relative to the body position of the respondents: body calibration and self-propelled body motion (or journeying). What was striking was that time was rarely mentioned explicitly. The way in which students expressed themselves was assumed to be an expression of the way in which they were thinking about different distance domains and suggestive of the cognitive perspective offered by "Embodied Cognition". Of particular interest was that nonstatic explanations were centered around the notion of a journey, and one of the key "thinking templates" in Embodied Cognition; the SOURCE-PATH-GOAL "Image Schema". Part II of the thesis summarizes key elements of Embodied Cognition that are pertinent to the present work and describes a pilot activity for teaching astronomical distances based on this account. Part II Theories of cognition can roughly be divided into two camps: those that assume that thinking is a "mentalese activity" involving symbolic manipulation. Most importantly, these symbolic elements are "amodal" in that they are not derived from the sensory modalities. On the other hand, Embodied Cognition assumes that these symbols arise from the sensory modalities, hence all thinking arises from bodily experience and its interactions with the environment in infancy. While there are several strands that feed into Embodied Cognition, of direct interest to the present work is that of Cognitive Linguistics and the notion of Conceptual Metaphor. In this view metaphors are not regarded as (mere) linguistic devices but as conceptual expressions that reflect cognitive schematic structures that relate to the bodily infant experience. These cognitive schematic structures or "Image Schemas" arise from repeated bodily actions repeatedly activating particular neural networks and form the basic building blocks of all abstract thought. A fair amount of such Image Schemas (or "thinking templates") have been identified of which the SOURCE-PATH-GOAL resonates most clearly with the data described earlier. This Image Schema comes about in infancy when a child learns that a toy on the far side of a room cannot be reached by grasping only but that moving the body from one place to another (crawling) is required. This is the basis of "Life is Journey or the Ph.D. Journey", for example. Another aspect of Embodied Cognition holds that understanding involves a mental simulation using the cognitive resources that are activated at the time. In order to see if activating the SPG / Journey "thinking template" prior to engaging with the teaching material would help in comprehending astronomical distances a two-part teaching activity (A and B) was developed around the notion of a journey. Part A was presented to the students as 'Journey to the observable edge of the UNIVERSE along UNIVERSity avenue" and required students to walk the length of the campus in a structured manner that is described in detail in the thesis. Part B, engagement with the teaching material, was carried out immediately afterwards in the Main Hall of the University. Thus, the thinking behind the two-part activity, piloted in 2020 just prior to Covid related lockdown, was that "journey" cognitive resources would be activated by the experience and would therefore be used in engaging with the teaching material regarding astronomical distances. Student evaluations were gathered in order to probe how students had engaged with the activity, including if any of the resources associated with journeying were expressed. A post-test ranking task showed that while results were mixed relative to previous studies overall there was a marked improvement for the present cohort. In summary the work shows clearly that there were two different modes of thinking about distances (i) based on counting and (2) based on the notion of the journey/journey-ing. Results were interpreted as the activation of schema described by embodied cognition. The difficulty that students experienced with astronomical distances was attributed to the lack of activating the Source-Path-Goal schema. In order to see whether there was a way to activate the Source-Path-Goal schema, an activity involving students walking was designed. The outcomes from the activity, indicated promising results with regard to student engagement with astronomical distance
COVID-2019 Impacts on Education Systems and Future of Higher Education
The rapid outbreak of the COVID-19 has presented unprecedented challenges on education systems. Closing schools and universities and cancelling face-to-face activities have become a COVID-19 inevitable reality in most parts of the world. To be business-as-usual, many higher education providers have taken steps toward digital transformation, and implementing a range of remote teaching, learning and assessment approaches. This book provides timely research on COVID-19 impacts on education systems and seeks to bring together scholars, educators, policymakers and practitioners to collectively and critically identify, investigate and share best practices that lead to rethinking and reframing the way we deliver education in future
Cultural intelligence in pharmacy education: A complex mixed methods study
In providing health services, it is important not just to follow good care pathways but also to recognise the diversity in the population and adapt the way we care for patients to reflect this. If health professionals do not recognise the cultural needs of patients this is likely to result in poorer health outcomes for those patients. Whilst education is seen as the method of enhancing intercultural competence of future pharmacists, the diversity of the academic environment in which students learn can affect their development of intercultural competence. Ensuring students appreciate the impact of interculturally competent practice and providing them with the knowledge, skills and attitudes needed to be interculturally competent health professionals can result in better patient care.
The literature suggests that pharmacists in the United Kingdom (UK) are not always competent in providing services to a diverse patient population. Few studies in the literature have considered the role of cultural education in pharmacy schools in the UK. This thesis aims to understand the cultural intelligence of pharmacy students and test an educational intervention at the University of Nottingham (UoN).
The thesis employed a mixed methods approach through conducting a series of studies. Firstly, a questionnaire was distributed to all final year pharmacy students at the UoN (UK campus). Ninety-eight out of 241 (40%) students completed the questionnaire for the academic year 2017/18. Results suggest a lack of cultural knowledge and the need for cultural training. This was followed by semi-structured interviews with 35 final year pharmacy students, which found that students from different cultures had different attitudes towards their peers and raised student-chosen racial segregation as a barrier to effective intercultural contact. Finally, a novel educational intervention was designed and tested with 14 final year pharmacy students for the academic year 2018/19. The intervention focused on two areas, interaction with peers, and with patients. Results provide convincing evidence that suggest the need for wider testing of the effectiveness and duration of effect of the educational intervention.
Despite the opportunities provided during their time at the UoN, students identified some challenges for educational providers in that their intercultural interactions and capability were affected by prior experiences, speaking more than one language, and sharing accommodation with people from different cultural backgrounds. This research was only implemented with one cohort of students in the School of Pharmacy at the University of Nottingham and so needs to be tested in other schools and institutions to provide a knowledge base that can direct future research and policies. Work also needs to be done at the organisational level to develop policies and practices that lead to positive outcomes in the community.
The findings provide educators, researchers, students, and pharmacists with insights about factors that may facilitate or hinder the development of cultural intelligence among pharmacy students. These insights can be used to improve the academic environment and also training for pharmacists providing pharmaceutical services
Medical Education for the 21st Century
Medical education has undergone a substantial transformation from the traditional models of the basic classroom, laboratory, and bedside that existed up to the late 20th century. The focus of this text is to review the spectrum of topics that are essential to the training of 21st-century healthcare providers. Modern medical education goes beyond learning physiology, pathophysiology, anatomy, pharmacology, and how they apply to patient care. Contemporary medical education models incorporate multiple dimensions, including digital information management, social media platforms, effective teamwork, emotional and coping intelligence, simulation, as well as advanced tools for teaching both hard and soft skills. Furthermore, this book also evaluates the evolving paradigm of how teachers can teach and how students can learn – and how the system evaluates success
Direct and constructivist approaches for the design of instruction in well-structured domains: a comparison of efficiency via mental workload and performance.
This doctoral research investigates the efficiency of two instructional designs: a design based on the direct-instruction approach to learning and its extension with a collaborative activity based upon the community of inquiry approach to learning. This is motivated by the educational challenge associated with the improvement of the learning phase. The goal is to investigate the extent to which highly guided communities of inquiry, when added to direct-instruction teaching methods, can actually improve the efficiency of learners. A total of 577 students participated in the experiments across 24 third-level classes that were divided into two groups. A control group of learners attended a delivery based on direct instructional guidelines only, while an experimental group received the same delivery (in equal conditions) extended through a collaborative and inquiring design. Subsequently, learners of each group individually answered a multiple-choice questionnaire (MCQ), from which a performance measure was extracted for the evaluation of the acquired factual, conceptual and procedural knowledge. Two measures of cognitive load (CL) were acquired through self-reporting questionnaires: one unidimensional and one multidimensional. These, in conjunction with the performance measure, contributed to the definition of three measures of efficiency. Statistical evidence shows a positive impact of the experimental layout on the efficiency scores of students, as a consequence of its improvement across three phases: tuning, experimental and refined. The minor contribution to the body of knowledge is a replicable primary research that requalifies an inquiry activity technique, usually employed at primary and secondary levels, as well as other ill-structured domains, in better-structured domains within thirdlevel education. This contribution is connected to a major one that lies in the example of the complementarity between cognitivist direct instructional techniques and social constructivist approaches to teaching and to learning, rather than in the example of their individual, distinct and competitive uses
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