Online Collaborative Learning: Opportunities for Interprofessional Education

Promoting student collaboration has often been viewed as one of the many challenges instructors face in the educational setting. Collaboration conjures up notions of students who resist working in groups, students who struggle in creating equitable team effort and the difficulty of evaluating and ultimately grading the productivity produced by students and student groups [1]. Collaborative learning is certainly not a novel teaching strategy with research dating back to the 1970s [2]. In the online environment, student collaboration has come in the form of a computer-mediated version of its in-class traditional counterpart. It has come in forms of discussion boards, blogs, and wikis, the intention of which is to ultimately promote critical thinking and creativity. Despite its rather attractive and novel appeal in using computer-mediated communication software, online collaboration has posed a challenge to instructors and issues on how to deploy emerging computational technologies that could fully support online collaborative learning, teaching activities, and enhance the overall learning experience [3]. A misconception of online collaborative learning regards instructors who assume collaborative learning strategies that were shown to be successful in traditional in-class courses could fit into online courses with little to no adjustment. Some educators assumed that the exposure to technology-driven collaborative environment would automatically initiate and lead to student collaboration [3]. What may be even more shrouded with ambiguity are the foundational theories and frameworks involved in online collaborative learning. Some authors Reeves, et al. [4] and Tsai [5] have indicated the existence of gaps between the theoretical ideal and the practical application of online collaborative approaches. Tu [6] suggested that some theoretical constructs found in online collaborative learning are also found in aspects of cooperative learning. One of these constructs is the importance of interactivity and active learning. Collaboration will not occur unless students are given authority over their learning activities. Online collaborative learning engages students in knowledge sharing, inspiration, dependence on one another, and the applications of social interactions within a small group [6]. Another construct is the importance of empowering the learner. Educators must be able to empower online students with the determination and accountability of how, what, and when to learn. Instead of forcing students into identical learning patterns, the educator takes on the role of facilitator to guide the learning experience while incorporating various elements and characteristics that accommodate diverse learning styles. Another construct of online collaborative learning is the idea of the ‘community.’ Collaboration makes the assumption that knowledge is socially constructed. Students should be able to associate what they have and will learn with a sense of connection that fosters the social context and community dynamics [6]. The trends of pedagogy in higher education have begun to merge with the emergence of computer-mediated and web-based technology that allows and enhances greater student learning control, responsibility, student collaboration. This has become obvious in several countries, including the United States, where college students are required to take at least one introductory computer course for the purpose of improving computer literacy and computing skills [7]. According to Roberts [8], this convergence was brought about due to the attractive appearance that the e-learning setting has given to self-directed learners who seek meaningful and engaging activities, as well as interested educators who are willing to dabble with various technological techniques, practices, and approaches to facilitate the collaborative learning experience. Faced with the growing challenges of developing instruction for technology-driven education, some educators find difficulty in making the connection between pedagogy and technology [8]. Either educators may be unfamiliar with the technology or they may simply be oblivious in translating formal in-class education into the e-learning setting. It is because of this unfamiliarity, given the crucial nature of these important skills, that online pedagogy is a key feature of many online instructor-training programs [8]. Some of the technologies that support the online collaborative learning atmosphere include the wiki, the podcast, and the discussion forum. Stemming from the Hawaiian word wiki-wiki, meaning ‘fast,’ a wiki is a web-based tool that has the capability of being edited and has the capacity to link one webpage to another. Some view the wiki as among the most influential tools in online collaborative learning [9]. Podcasting is defined as a series of downloadable published digital files such as audio, video, or other portable digital media distributed online using portable devices such as smart phones, iPods, or computers [10]. Finally, the discussion forum is a form of online collaborative communication where users that are not co-located can asynchronously communicate conveniently through a designated and facilitated forum. However, this form of collaborative communication can seem slow, with users waiting hours or days until they receive a response to a posted message [11]. These examples of online learning only serve to indicate that teaching is no longer limited to the traditional walk, talk, and chalk. Online collaborative learning has become increasingly important since online enrollments have increased substantially more than on-campus enrollment [12]. Johnson and Johnson [13] stated that our current society has moved to such lengths that the ability for students to work collaboratively and coordinate their efforts has become more and more crucial to the advancement of knowledge, resulting in greater achievement than individualistic learning and influencing their eventual success in future vocations. Online collaborative learning could serve as a productive tool in the efforts to help students develop the necessary skills in becoming proactive interprofessional team members. These new lengths will only be expanded as new forms of collaborative learning continue to unfold

Online Collaborative Learning: Opportunities for Interprofessional Education

Promoting student collaboration has often been viewed as one of the many challenges instructors face in the educational setting. Collaboration conjures up notions of students who resist working in groups, students who struggle in creating equitable team effort and the difficulty of evaluating and ultimately grading the productivity produced by students and student groups [1]. Collaborative learning is certainly not a novel teaching strategy with research dating back to the 1970s [2]. In the online environment, student collaboration has come in the form of a computer-mediated version of its in-class traditional counterpart. It has come in forms of discussion boards, blogs, and wikis, the intention of which is to ultimately promote critical thinking and creativity. Despite its rather attractive and novel appeal in using computer-mediated communication software, online collaboration has posed a challenge to instructors and issues on how to deploy emerging computational technologies that could fully support online collaborative learning, teaching activities, and enhance the overall learning experience [3]. A misconception of online collaborative learning regards instructors who assume collaborative learning strategies that were shown to be successful in traditional in-class courses could fit into online courses with little to no adjustment. Some educators assumed that the exposure to technology-driven collaborative environment would automatically initiate and lead to student collaboration [3]. What may be even more shrouded with ambiguity are the foundational theories and frameworks involved in online collaborative learning. Some authors Reeves, et al. [4] and Tsai [5] have indicated the existence of gaps between the theoretical ideal and the practical application of online collaborative approaches. Tu [6] suggested that some theoretical constructs found in online collaborative learning are also found in aspects of cooperative learning. One of these constructs is the importance of interactivity and active learning. Collaboration will not occur unless students are given authority over their learning activities. Online collaborative learning engages students in knowledge sharing, inspiration, dependence on one another, and the applications of social interactions within a small group [6]. Another construct is the importance of empowering the learner. Educators must be able to empower online students with the determination and accountability of how, what, and when to learn. Instead of forcing students into identical learning patterns, the educator takes on the role of facilitator to guide the learning experience while incorporating various elements and characteristics that accommodate diverse learning styles. Another construct of online collaborative learning is the idea of the ‘community.’ Collaboration makes the assumption that knowledge is socially constructed. Students should be able to associate what they have and will learn with a sense of connection that fosters the social context and community dynamics [6]. The trends of pedagogy in higher education have begun to merge with the emergence of computer-mediated and web-based technology that allows and enhances greater student learning control, responsibility, student collaboration. This has become obvious in several countries, including the United States, where college students are required to take at least one introductory computer course for the purpose of improving computer literacy and computing skills [7]. According to Roberts [8], this convergence was brought about due to the attractive appearance that the e-learning setting has given to self-directed learners who seek meaningful and engaging activities, as well as interested educators who are willing to dabble with various technological techniques, practices, and approaches to facilitate the collaborative learning experience. Faced with the growing challenges of developing instruction for technology-driven education, some educators find difficulty in making the connection between pedagogy and technology [8]. Either educators may be unfamiliar with the technology or they may simply be oblivious in translating formal in-class education into the e-learning setting. It is because of this unfamiliarity, given the crucial nature of these important skills, that online pedagogy is a key feature of many online instructor-training programs [8]. Some of the technologies that support the online collaborative learning atmosphere include the wiki, the podcast, and the discussion forum. Stemming from the Hawaiian word wiki-wiki, meaning ‘fast,’ a wiki is a web-based tool that has the capability of being edited and has the capacity to link one webpage to another. Some view the wiki as among the most influential tools in online collaborative learning [9]. Podcasting is defined as a series of downloadable published digital files such as audio, video, or other portable digital media distributed online using portable devices such as smart phones, iPods, or computers [10]. Finally, the discussion forum is a form of online collaborative communication where users that are not co-located can asynchronously communicate conveniently through a designated and facilitated forum. However, this form of collaborative communication can seem slow, with users waiting hours or days until they receive a response to a posted message [11]. These examples of online learning only serve to indicate that teaching is no longer limited to the traditional walk, talk, and chalk. Online collaborative learning has become increasingly important since online enrollments have increased substantially more than on-campus enrollment [12]. Johnson and Johnson [13] stated that our current society has moved to such lengths that the ability for students to work collaboratively and coordinate their efforts has become more and more crucial to the advancement of knowledge, resulting in greater achievement than individualistic learning and influencing their eventual success in future vocations. Online collaborative learning could serve as a productive tool in the efforts to help students develop the necessary skills in becoming proactive interprofessional team members. These new lengths will only be expanded as new forms of collaborative learning continue to unfold

The Miswak (Salvadora persica L.) chewing stick: Cultural implications in oral health promotion

Introduction With the increasing incidence of oral diseases attributed to poor oral hygiene, mechanical removal of dental plaque has been regarded as an effective means in the prevention of dental caries and periodontal diseases. The methods for oral hygiene vary from culture to culture and the dimensions regarding the global need for alternative prevention and effective treatment methods have expanded. Discussion Evidence-based studies and clinical trials have revealed the use of Salvadora persica (miswak) as an effective oral hygiene aid by which different cultures have attached functional value since ancient times. Conclusion The World Health Organization recommends and encourages the use of miswak as an inexpensive and effective oral hygiene tool in areas where it is customary. Its availability, low-cost, simplicity, and use have been extensively studied in regions around the world where miswak can play a significant role in the promotion of oral hygiene. As a result, current and upcoming public health practitioners and the dental profession should become familiar with the application of miswak within its traditional customs. Furthermore, efficacy studies are warranted to determine the effectiveness and usefulness of any potential didactic training involving miswak use to educate health professionals

The Mediterranean-Style Diet: Historical and Contemporary Perspectives

During the Greek Hellenistic Period, the concept of a healthy diet was associated with quality of life and wellbeing. The ancient Greeks recognized the importance of dietetics within the overall framework of health promotion and disease prevention to such an extent that various diseases were attributed to an ‘unhealthy’ diet and that dietary interventions were a means of treatment. In Homer’s classic The Iliad, Podalirius, one of the two physicians described in the epic, had a special interest in dietetics. Noted works by Hippocrates, Herodicus, Galen, and Plato cited nutritional concepts and its role in treating and preventing various diseases [1-3]

The miswak (Salvadora persica L.) chewing stick: Cultural implications in oral health promotion

AbstractIntroduction With the increasing incidence of oral diseases attributed to poor oral hygiene, mechanical removal of dental plaque has been regarded as an effective means in the prevention of dental caries and periodontal diseases. The methods for oral hygiene vary from culture to culture and the dimensions regarding the global need for alternative prevention and effective treatment methods have expanded. Discussion Evidence-based studies and clinical trials have revealed the use of Salvadora persica (miswak) as an effective oral hygiene aid by which different cultures have attached functional value since ancient times. Conclusion The World Health Organization recommends and encourages the use of miswak as an inexpensive and effective oral hygiene tool in areas where it is customary. Its availability, low-cost, simplicity, and use have been extensively studied in regions around the world where miswak can play a significant role in the promotion of oral hygiene. As a result, current and upcoming public health practitioners and the dental profession should become familiar with the application of miswak within its traditional customs. Furthermore, efficacy studies are warranted to determine the effectiveness and usefulness of any potential didactic training involving miswak use to educate health professionals

‘The Quranic Garden’: Consumption of Fruits, Vegetables, and Whole Grains from an Islamic Perspective

The increasing global prevalence of obesity and obesity-related co-morbidities has prompted calls for culturally-congruent dietary patterns and health-promoting strategies and interventions appropriate for specific populations and communities. The Holy Quran is viewed as the primary behavioral and religious guidance for all Muslims around the world. Diets rich in plant-based foods and its protective role in the reduction and prevention of obesity-related diseases have been established. The purpose of this study is to examine passages cited in the Holy Quran with particular reference given to plant foods cited and features of a plant-based diet. A narrative review of the Holy Quran in two formats was conducted to identify plant-based foods. A total of 36 passages were identified in this review with a considerable focus on the consumption of dates, olives, grapes, whole grains, pomegranates, and other plant-based foods. This review supports the Holy Quran as an authoritative culturally-relevant faith-based resource for dietitians, public health educators, and other health professionals operating in Muslim populations and communities around the world to promote dietary patterns rich in fruits, vegetables, and whole grains

The associations of selected lifestyle patterns and lung cancer risk: An evidence-based update

Diagnosis of lung cancer (LC) has been fraught with difficulty and by the time of definitive diagnosis, most patients are in later stages of the disease. Epidemiological studies have demonstrated that lifestyle behaviors play an etiological role in LC risk; however data in the literature on this topic often appears inconclusive or require further study. Understanding of the mechanisms operating between lifestyle patterns and their impact on LC is important for the disease’s prevention and treatment. The purpose of this study was to review the current evidence on the role of diet, body mass index (BMI), physical activity, smoking, alcohol consumption, and sex hormone use in LC development based on meta-analyses, systematic reviews and previously published epidemiologic studies. Regarded as the foremost cause of LC, evidence from studies have indicated that tobacco smoking causes LC. Additionally, exposure to outdoor air pollution and/or occupational-related exposures increase LC risk. Further, frequent consumption of red meat, processed meat increases adenocarcinoma and squamous cell carcinoma. Inverse associations between the disease risk and BMI ≥25 kg/m2 , higher level of physical activity, and fruit and vegetable consumption with a high frequency were reported. Future studies are warranted to validate the association between histologic subtypes of LC and lifestyle patterns

Peer-reviewed physical education journals from Arabic-speaking countries: a regional assessment

Purpose: Non-communicable diseases (NCD) such as heart disease, diabetes and overweight and obesity are associated with physical inactivity and represent the leading cause of death globally. In the Arabic-speaking region, NCD is associated with more than 2.3 million deaths annually with rates expected to increase. Professional physical education (PE) journals are important resources in the dissemination of knowledge from evidence to practice. With the growing physical inactivity problem among Arabic-speaking countries, the purpose of this paper is to assess the availability culturally relevant peer-reviewed physical education journals in this region. Design/methodology/approach: An assessment of professional PE journals within this region was conducted using four academic databases and journal directories. The electronic search generated 14 PE-affiliated journals in Arabic-speaking countries with a publication status of active, interrupted or ceased; search parameters were limited to English, Arabic and French languages. Findings: Results indicated that no professional publications identified in this review predates to 2005 within the Arabic-speaking region. Although all 14 journals within the sample offer both electronic and open access, only one provided both print and electronic versions. Iraq was over-represented with 12 PE journals; no other country offered more than one. Originality/value: Systematic analyses of PE prevalence among Arabic-speaking countries are scarce, and there are no current evaluations of peer-reviewed publications addressing PE within the Arabic-speaking region. PE capacity building and collaboration can be fostered, improved and maintained when supported by regionally and culturally congruent research

Dietary transition and obesity in selected Arabic-speaking countries: a review of the current evidence

Escalating obesity rates have become a significant public health problem in the Middle East and North Africa [‎MENA]‎ region and have been associated with shifts towards a westernized diet. This integrative review aimed to examine the current dietary trends and transitions and their association with obesity in Arabic-speaking countries of the MENA region. Relevant databases were searched for studies in MENA countries between 1998 and 2014 that investigated obesity trends and changes in dietary patterns at the regional level in all age groups. A total of 39 articles fulfilled the inclusion criteria. All the articles noted that obesity was increasingly prevalent and that there was a significant dietary shift away from traditional dietary patterns; 51% reported a shift towards a westernized diet and half found that the western diet was correlated with increased obesity. Culturally relevant dietary health education and health promotion strategies are warranted to address both the dietary shifts towards the westernized diet and the increasing obesit

Addressing Cardiovascular Disease Risk in Hungarian American Populations: A Cultural Exploration of Transdisciplinary Health Promotion

Hungarian Americans share a unique culture of food traditions associated with their value system and way of life. Researchers, health care providers, and nutrition professionals counseling and treating a Hungarian-American population should develop a baseline of cultural understanding to achieve successful and long-lasting behavior change outcomes. The leading causes of death among Hungarians include ischemic heart disease (21.3%), stroke (13.4%), and cirrhosis (5.8%); all are directly or indirectly attributed to a traditional Hungarian diet coupled with a sedentary lifestyle. Health behaviors among Hungarian Americans can be partially explained by the Health Belief Model’s value-expectancy construct. Understanding cultural expectations and their associated values serve as a foundation for health promotion programming to reduce risk of cardiovascular disease and comorbidities. This review explored numerous facets of Hungarian-American dietary habits in psychosocial, economic, historical, and cultural contexts. Health education and health promotion considerations were also examined