Burden of disease resulting from chronic mountain sickness among young Chinese male immigrants in Tibet

BACKGROUND: In young Chinese men of the highland immigrant population, chronic mountain sickness (CMS) is a major public health problem. The aim of this study was to measure the disease burden of CMS in this population. METHODS: We used disability-adjusted life years (DALYs) to estimate the disease burden of CMS. Disability weights were derived using the person trade-off methodology. CMS diagnoses, symptom severity, and individual characteristics were obtained from surveys collected in Tibet in 2009 and 2010. The DALYs of individual patients and the DALYs/1,000 were calculated. RESULTS: Disability weights were obtained for 21 CMS health stages. The results of the analyses of the two surveys were consistent with each other. At different altitudes, the CMS rates ranged from 2.1-37.4%; the individual DALYs of patients ranged from 0.13-0.33, and the DALYs/1,000 ranged from 3.60-52.78. The age, highland service years, blood pressure, heart rate, smoking rate, and proportion of the sample working in engineering or construction were significantly higher in the CMS group than in the non-CMS group (p < 0.05). These variables were also positively associated with the individual DALYs (p < 0.05). Among the symptoms, headaches caused the largest proportion of DALYs. CONCLUSION: The results show that CMS imposes a considerable burden on Chinese immigrants to Tibet. Immigrants with characteristics such as a higher residential altitude, more advanced age, longer highland service years, being a smoker, and working in engineering or construction were more likely to develop CMS and to increase the disease burden. Higher blood pressure and heart rate as a result of CMS were also positively associated with the disease burden. The authorities should pay attention to the highland disease burden and support the development and application of DALYs studies of CMS and other highland diseases

Developing teamwork skills beyond cross-cultural barriers: a case study for engineering students in higher education

In 2013, our university has implemented a new educational model that puts team projects at the core of all BSc programmes, requiring that students develop teamwork skills. On top of this, in 2018, our Chemical Science & Engineering BSc has become an English-taught, international programme. In consideration of this challenging transition, we have developed additional training to facilitate students' acquisition of knowledge, skills, tools, and attitudes to aid conscientious intercultural teamwork. For this, it is paramount that students become aware of, and learn to appreciate, differences in the educational and cultural backgrounds of themselves and their peers. Concurrently, students should practice what they have learned and adjust their behaviour when appropriate. In this paper, we share our experiences, best practices, and lessons learned. More specifically, our study: i) explores which factors are key to a successful intercultural team, ii) investigates how diversity in teams can be cherished and used for the benefit of the team, its members, and its goals, and iii) how these teamwork skills can effectively be taught in engineering programmes. Building on this, the paper describes how the new curricular education has been designed, what is taught, and how an inclusive, regardful, and pleasant atmosphere has been created for the intercultural project teams

Professional development for promoting a sense of community in blended learning

While blended learning holds considerable potential in higher education, suboptimal social interactions among students may lead to feelings of loneliness, isolation, and demotivation. To address this issue, a professional development programme was designed and assessed for its viability in helping university teachers promote a sense of community within the blended learning environment. This programme introduces a new visually-based theoretical model, equipping teachers with practical tools for implementing activities that foster a strong sense of community in the blended learning. Drawing upon the teachers’ perceived experiences, the study identifies key recommendations to enhance the viability of this professional development programme. In particular, it is necessary to establish a strong theoretical foundation to dispel misconceptions among teachers about blended learning. Additionally, it provides several concrete strategies to support teachers’ hands-on practice and suggests integrating a team-based approach to collectively enhance the quality of blended learning. Furthermore, the study underscores the importance of the institution’s commitment, recognising its important role in the long-term success and sustainability of both blended learning and associated professional development initiatives for teachers.</p

Conceptual Modeling Enables Systems Thinking in Sustainable Chemistry and Chemical Engineering

This study aims to equip students with conceptual modeling skills to address compelling 21st-century challenges in chemistry and chemical engineering education. System-based concept mapping is a critical competence for analyzing global, often complex, problems. We examined how conceptual modeling could scaffold practical experimental design, transitioning from problem identification to testable hypotheses. We set up a project in which first-year undergraduates in chemical engineering work in groups of 5–6 students. Their task was to develop concrete hypotheses for assignments that center on finding sustainable solutions for polluted environments. A set of educational roles (i.e., lecturers, tutors, learning assistants, educational specialist, and project coordinator) were implemented to ensure that students could accomplish their main learning outcome; that is, to become familiar with the academic way of thinking and apply critical thinking skills as a team. Interviews were conducted after the project was finished and revealed that, while conceptual modeling helped students to structure their ideas (i.e., to learn how to design research questions, incorporate interventions, and test models), developing hypotheses remains a challenging task. Our findings brought us to the recommendations for teaching conceptual modeling in the curriculum rather than at the project level, allowing students to progressively transition from understanding and applying concept mapping in their first year into creating solutions within the context of solving complex real-world problems in the final year of their bachelor’s degree. The collaborative learning environment and project format employed in this work could spark new ways to teach science that facilitates systems thinking in chemistr