Collaborative behaviours and professional culture traits in real-time interprofessional clinical simulation

Interprofessional education (IPE) has been proposed as a method of creating a collaborative practice ready workforce in healthcare. Postulated benefits of the technique include improving communication between professional groups, which in turn should help to prevent serious untoward events and ultimately improve patient outcomes. Critics of the method have cited poorly designed IPE as a method of reinforcing physician power, and argued there is a paucity of data linking undergraduate IPE to tangible benefits in a patient-facing setting. Simulation has been increasingly used as a method for delivery of IPE, with positive outcomes cited by students and educators alike. Virtual Patients and avatars have been recently used as a delivery method for healthcare education, but there is a paucity of data regarding their use in IPE. Simulation is not a panacea for IPE, many simulations focus on the acute phase of care naturally excluding healthcare professions who are not involved in those situations. Findings from acute simulations may not apply to sub-acute scenarios. Method A sub-acute real-time virtual patient simulation was designed then delivered to educators (n=6) and undergraduate students (n=33) from the professions of medicine, nursing, pharmacy and physiotherapy. Qualitative data was gathered according to a constructivist paradigm using unstructured observation of in-simulation behaviour, focus groups and semi-structured interviews. Results Data was analysed according to Braun and Clarke’s method of thematic analysis. Five themes were identified: technology, education, collaboration, intrinsic behaviours and stereotyping. The simulation was educationally successful with participants citing improved recognition of the skills of other professional groups, and improved physiological and pharmacological knowledge. The real-time aspect of the simulation improved clinical reasoning and forced students to make prescribing decisions, which was cited as beneficial for future practice. The sub-acute nature of the simulation resulted in participants hyper-observing their VP to the detriment of patient care. Good levels of collaboration, team working and appropriate communication were facilitated but students were observed to subconsciously selfstereotype. Conclusions Sub-acute real-time virtual patient simulation appears to be a valid method of enabling students to learn with and from one another. It conveys benefit over traditional educational methods such as classroom-based, problem-based and experiential learning as students are given full responsibility for patient care with little supervision. Self-stereotyping amongst students suggests that students convey stereotypical messages about their own profession to others. This may aid team-building in the undergraduate setting, but if these stereotypical views are transferred to advanced practice, there may be detrimental consequences for team formation and patient care

Issues Related to the Emergence of the Information Superhighway and California Societal Changes, IISTPS Report 96-4

The Norman Y. Mineta International Institute for Surface Transportation Policy Studies (IISTPS) at San José State University (SJSU) conducted this project to review the continuing development of the Internet and the Information Superhighway. Emphasis was placed on an examination of the impact on commuting and working patterns in California, and an analysis of how public transportation agencies, including Caltrans, might take advantage of the new communications technologies. The document reviews the technology underlying the current Internet “structure” and examines anticipated developments. It is important to note that much of the research for this limited-scope project was conducted during 1995, and the topic is so rapidly evolving that some information is almost automatically “dated.” The report also examines how transportation agencies are basically similar in structure and function to other business entities, and how they can continue to utilize the emerging technologies to improve internal and external communications. As part of a detailed discussion of specific transportation agency functions, it is noted that the concept of a “Roundtable Forum,” growing out of developments in Concurrent Engineering, can provide an opportunity for representatives from multiple jurisdictions to utilize the Internet for more coordinated decision-making. The report also included an extensive analysis of demographic trends in California in recent years, such as commute and recreational activities, and identifies how the emerging technologies may impact future changes

Teaching through culture in the K-12 classroom

Thesis (Ph.D.) University of Alaska Fairbanks, 2018This study explores how quality experienced teachers use culture to successfully deliver K-12 classroom instruction. Additionally, it develops and tests the effectiveness of a resource designed to instruct early career teachers on the use of culture to deliver classroom instruction. Research was conducted in two phases over a four-year time frame (2014-2017). The study followed a mixed methods exploratory sequential design, using a participatory action research approach. Phase 1 gathered qualitative data from 20 experienced teachers located in two states, which were analyzed using constructed grounded theory. The results of this analysis, accompanied by a literature review, resulted in the development of a Chapter about Culture (CAC), an instructional resource on teaching through culture for early career teachers. Phase 2 gathered quantitative data using a Checklist of Classroom Inventory (CCI) from eight Alaska early career teachers and one Montana experienced teacher, and were analyzed by averaging the pre/post CAC scores and comparing the differences. In addition, one open-ended question after use of CAC provided additional qualitative data about the resourcefulness of CAC, as well as the process for implementing the lessons. Phase 1 results revealed five common themes when teaching through culture: Relationships, Communication, Connections, Respect, and Multicultural Resources. These themes contributed to the construction of a value-added theory of practice for teaching through culture, and served as the basis of the CAC. Phase 2 results demonstrated growth by early career teachers after using the newly created CAC in all five themes of teaching through culture

Way of the Ferret: Finding and Using Resources on the Internet

This source-book is designed to aid educators in exploring the Internet.https://scholarworks.wm.edu/educationbook/1000/thumbnail.jp

Curricularizing Language Teaching and Learning: Navigating Sociocultural Dilemmas in Teacher Education

This dissertation explores sociocultural factors which influence the choices of language teacher educators deciding what to include in coursework and programs. The term “curricularizing” is used to describe the complex process of selecting, planning, and delivering teacher education content. Conflicting social values create dilemmas for teacher educators curricularizing language teaching and learning (LTL) in their practice. Three sociocultural domains of influence affect their work: their national environment, their professional field, and their individual experiences and beliefs. The two stand-alone studies in this dissertation each focus on a different domain and explore the following question: How do language teacher educators curricularize language teaching and learning for teacher learners? The first study examines a German as a Second or Foreign Language (Deutsch als Zweit/Fremdsprache - DaZ/DaF) pre-service teacher education program in southwest Germany in which the future teaching-contexts of graduates is not yet determined. Data include observation fieldnotes and artifacts from fifty class sessions taught by three teacher educators in one semester of the DaZ/DaF bachelor’s program. The study asks the research question: How do DaZ/DaF teacher educators curricularize content-specific aspects of teaching and learning the German language in their practice for teacher learners? The analysis and findings focus on how teacher educators present LTL in their practice through defining language, situating instructional methods in a teaching-context, and relating language teaching and learning to other connected topics. The discussion examines ways in which the factors from the national environment influence the curricularizing choices of DaZ/DaF teacher educators. The second study explores an in-service teacher training program in Australia which prepares teachers to use a functional theory of language to support English literacy in the primary/secondary school context and centers the domain of the professional field. The study asks the following question: How do members of the ‘community of explanation’ (Freeman, 2016) implementing functional grammar and the Lexis program in schools, separated by geographical and professional distance, understand the factors which affect that work? Interviews with twelve educators involved in implementing the training program from Lexis Education were analyzed for common factors they discussed. The educators have various professional roles and live in different Australian states, but findings show they are connected as a community of explanation by a shared understanding of the theory of language and the curriculum materials, as well as factors which relate to those social facts. Findings also reveal factors related to the setting of implementation as the school context. The discussion explores dilemmas which are resolved through having a contextualized theory of language in teacher education and standardized materials and dilemmas which remain as a result of implementing the program in schools. The final chapter explores how the same curricularizing framework was used to explore different research questions, diverse sociocultural influences on the work of teacher educators, and dilemmas specific to the teacher educators and programs in the studies by focusing on different domains. Future areas of research as presented, including the need to examine alignment between the curricularizing of language teaching and learning and the future teaching-contexts of teacher learners. The concluding remarks address the need for teacher educators to reflect on the ways in which they navigate sociocultural dilemmas and consider how small changes in their practice might help them work toward their goals in language education.PHDEducational StudiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/162865/1/acwebre_1.pd

Social Engagement: The Challenge of the Social in Missiological Education; The 2013 Proceedings of the Association of Professors of Missions

https://place.asburyseminary.edu/academicbooks/1002/thumbnail.jp

Navigating the Context: Implementing Inquiry in the Middle School Social Studies Classroom

Abstract Despite over a century of advocacy by social studies scholars and professionals and the development of curricular resources to promote inquiry-based learning (IBL) in K-12 social studies, inquiry is not a defining element of the K-12 social studies classroom (Saye, 2017). Teachers face significant barriers to the use of inquiry-based learning. In particular, contextual barriers such as curriculum breadth, high-stakes testing, and lack of context-specific resources are indicated (e.g., Konopack et al., 1994; Martell, 2020; Voet & Wever, 2016). However, recent research presents applications of IBL in K-12 social studies classrooms, which suggests the potential to overcome barriers. This qualitative case study explored teachers’ practices to address contextual barriers to implement inquiry in middle school (6th-8th) social studies. This study aimed to identify and describe these exemplary practices to inform professional development and learning focused on increasing the use of IBL in social studies classrooms. The study was limited to contextual barriers and potentially transferable practices. The findings reveal that teachers’ backgrounds and experiences informed their practices, contextual barriers were dynamic, and teachers’ practices addressing contextual barriers related to their knowledge of students, and long-term instructional planning, collaboration, scaffolding, and facilitation skills. Recommendations are offered for professional development and learning

The Tiger Vol. XXXVII No.9 - 1941-11-13

https://tigerprints.clemson.edu/tiger_newspaper/2586/thumbnail.jp