Elementos de diseño para una clase de matemáticas a través de modelación matemática

El presente estudio presenta una propuesta de diseño alternativo para una clase de Ecuaciones Diferenciales basada en la Modelación Matemática, enmarcado en el contexto del tema de Circuitos Eléctricos. Dentro de la propuesta se reconoce a la Modelación Matemática como el medio para el uso o construcción de modelos que permiten resolver problemas en contextos cotidianos y situaciones propias de la ingeniería. La evidencia que se conforma está relacionada con la descripción del diseño de la actividad en base a un esquema de proceso de modelación y los resultados obtenidos durante la implementación de ésta en futuros ingenieros de segundo año

Competencias de modelación y uso de tecnología en ecuaciones diferenciales

El presente trabajo explora a la modelación matemática como una estrategia didáctica que permite enlazar situaciones de la vida real con situaciones matemáticas escolares con lo cual se pretende obtener una mejor comprensión de los conceptos matemáticos. En particular se pretende analizar la implementación de una situación diseñada en base a la modelación matemática en un curso de Ecuaciones Diferenciales (ED) el cual está dirigido a estudiantes de segundo año de ingeniería. En un primer momento se desea identificar las competencias de modelación a propósito del contexto de circuitos eléctricos RC para la enseñanza del tema de ED lineal y en un segundo momento se pretende dar evidencia de los aportes de la modelación en el desarrollo de competencias de modelación. El resultado de esta experiencia muestra que el diseño de actividades en base a la modelación y su posterior implementación a través de la experimentación permite dotar al objeto matemático ED de significados varios que un ambiente de aprendizaje, sin esta estrategia didáctica, difícilmente se podría poner en juego

From corners to community:exploring medical students’ sense of belonging through co-creation in clinical learning

Background: Belonging is critical for the development and wellbeing of medical students. Belonging, particularly within a ‘relational being’ paradigm, presents a significant challenge for students, especially within clinical learning environments. Co-creation is a learning relationship in which students are actively involved in the education process. It is inherently relational and promotes belonging within higher education environments. Little is known about utilising co-creation in the curriculum, within medical education. The aim of this study was to explore medical students’ experience of co-creation of learning resources within the clinical learning environment. Methods: Following ethical approval, medical students were invited to become co-creators of a learning bulletin resource, within the paediatric acute receiving unit, at a paediatric teaching hospital. Interpretative phenomenological analysis (IPA) was used to enable an in-depth exploration of how medical students experienced co-creation within the clinical learning environment. Medical students participated in semi-structured interviews about their experience, which were transcribed verbatim and analysed using IPA. The analysis integrated individual lived experiences into an analytic summary. Results: Nine medical students participated. Three group experiential themes were identified: identity maturation; learning community and workplace integration. The support found within this co-created learning community, along with maturation of their identity, allowed the participants to experience a challenge to their existing worldview. This shift in perspective resulted in them responding and behaving in the workplace in new ways, which enabled them to belong as themselves in the clinical learning environment. These findings were situated within the developmental concept of self-authorship, as well as contributing to a new understanding of how co-creation promoted social integration. Conclusions: Co-creation enabled students to learn in a meaningful way. The relational power of co-creation, can be harnessed to deliver participatory learning experiences, within our increasingly complex healthcare environment, to support the learning, development and integration of doctors of the future.</p

From corners to community:exploring medical students’ sense of belonging through co-creation in clinical learning

Background: Belonging is critical for the development and wellbeing of medical students. Belonging, particularly within a ‘relational being’ paradigm, presents a significant challenge for students, especially within clinical learning environments. Co-creation is a learning relationship in which students are actively involved in the education process. It is inherently relational and promotes belonging within higher education environments. Little is known about utilising co-creation in the curriculum, within medical education. The aim of this study was to explore medical students’ experience of co-creation of learning resources within the clinical learning environment. Methods: Following ethical approval, medical students were invited to become co-creators of a learning bulletin resource, within the paediatric acute receiving unit, at a paediatric teaching hospital. Interpretative phenomenological analysis (IPA) was used to enable an in-depth exploration of how medical students experienced co-creation within the clinical learning environment. Medical students participated in semi-structured interviews about their experience, which were transcribed verbatim and analysed using IPA. The analysis integrated individual lived experiences into an analytic summary. Results: Nine medical students participated. Three group experiential themes were identified: identity maturation; learning community and workplace integration. The support found within this co-created learning community, along with maturation of their identity, allowed the participants to experience a challenge to their existing worldview. This shift in perspective resulted in them responding and behaving in the workplace in new ways, which enabled them to belong as themselves in the clinical learning environment. These findings were situated within the developmental concept of self-authorship, as well as contributing to a new understanding of how co-creation promoted social integration. Conclusions: Co-creation enabled students to learn in a meaningful way. The relational power of co-creation, can be harnessed to deliver participatory learning experiences, within our increasingly complex healthcare environment, to support the learning, development and integration of doctors of the future.</p

“Ego massaging that helps”:a framework analysis study of internal medicine trainees’ interprofessional collaboration approaches

Introduction: Patient care depends on collaborative practice. Debate remains as to the best approach to providing education for collaboration, with educational interventions often far removed from the realities of the clinical workplace. Understanding the approaches used for collaboration in clinical practice could inform practical strategies for training. For internal medicine trainees, this involves collaboration with other professions but also with other specialties. This study aimed to explore the approaches that internal medicine trainees use for interprofessional collaboration and the ways that these approaches vary when internal medicine trainees interact with different healthcare provider groups. Methods: Following ethical approval and participant consent, interprofessional communication workshops between August 2020 and March 2021 were audio recorded and transcribed verbatim. Workshops involved groups of internal medicine trainees discussing collaboration challenges and the approaches they use in clinical practice. This framework analysis study used the interprofessional collaboration framework described by Bainbridge and Regehr (building social capital, perspective taking and negotiating priorities and resources), and cross-referenced the categorised data with the healthcare groups that trainees collaborate with, to look for patterns in the data. Results: Seventeen workshops, involving 100 trainees, were included. Trainees described relationship building, perspective taking and negotiating priorities and resources. Relationship building was a modification to the original framework domain of building social capital. Themes of power and civility transcended domains with evidence of using hierarchy as leverage when negotiating and employing civility as a tactical approach throughout. Discussion: This bi-dimensional analysis highlights patterns of perspective taking when collaborating with other specialties and professions, and the approaches to negotiation of courting favour and coercion when interacting with other specialties. This study provides evidence of the strategies currently utilised by internal medicine trainees, with different healthcare groups, and presents a modified framework which could inform the development of training for collaboration.</p

Food Practices in Residential Children's Homes: The Views and Experiences of Staff and Children: A Resource Handbook for Reflection

This handbook shares the experiences of staff and children on food in residential care. By thinking about food they reflect on some of the complexities of residential care and what its like to live and work there. We hope that by sharing these views with you and providing you with questions to reflect on, you too will think about how food is used by you, your colleagues and the children you care for. The handbook brings together a range of issues connected to food routines in residential children's homes and aims to &lsquo;unpick' some of the assumptions that surround them. It hopes to raise awareness of the many messages connected to food and the different ways in which food can be used. See also the Food for Thought project web site: http://www.foodforthoughtproject.info/resourcesSee also the Food for Thought project web site: http://www.foodforthoughtproject.info/resource

'You don't have to be watched to make your toast': surveillance and food practices within residential care for young people

This paper explores forms of surveillance within residential care homes for young people. It is argued that surveillance is a crucial aspect of care and this can be experienced as both negative and positive by children and staff. In particular the research was concerned with how forms of control and monitoring are conducted in relation to food and food practices. Relations of power and resistance within the context of a care home are routinely played out and through food. The paper illustrates the ways in which children variously resist and accept regulation and control in relation to food. It also considers the manner in which staff try to implement an ambience and ethos within the care home that is not overtly institutional yet allows them to provide care for the children. In order to achieve this, often contested conceptions of 'family' and 'home' are drawn upon and operationalised through food related practices and interactions. Three residential care homes for children in central Scotland were studied using a mix of interviewing and ethnographic techniques

Power and Place for Rural Young People

First paragraph: This chapter provides an overview of how power affects, and is mobilized by, young people in rural settings. It also reflects on the theoretical frameworks operationalized in the preceding four chapters. In this process we recognize that each of the authors has very different ways of deploying notions of power in relation to young rural lives. This is a fruitful situation since the most problematic aspect of defining power is that it has no essential materiality (though it achieves material and social effects). Consequently, different approaches to power enable different emphases to be made and a fuller picture to emerge concerning the way power weaves through young rural lives

'I see a totally different picture now': an evaluation of knowledge exchange in childcare practice

This article draws on a critical evaluation of a knowledge exchange (KE) project, Food for Thought, devised to promote and develop awareness of the use of food within children's residential and foster care services. From the 22 qualitative interviews conducted, reflections on the differing forms of knowledge incorporated into the design of the project and its outputs are discussed and the limitations of current thinking on 'knowledge exchange' are explored. Finally, links are made to how this reflective approach to practice operationalized and enlivened local and national food and care policies

‘Us versus them’:A social identity perspective of internal medicine trainees

Introduction: Silos and group boundaries in the clinical workplace can result in interprofessional conflict which can be a source of anxiety for doctors in training. The social identity perspective (SIP) incorporates theories of social identity and self-categorisation, and may provide a useful lens to understand the socialisation and identity development of doctors. This study aimed to determine if and how the SIP may provide insight into intergroup relations as experienced by internal medicine (IM) trainees in Scotland. Methods: Interprofessional communication workshops hosted as part of an IM boot camp between August 2020 and March 2021 were audio recorded and transcribed verbatim. Subsequent individual interviews with consenting trainees further explored social identity and intergroup relations. Data analysis employed template analysis and deductive independent coding with the SIP informing the initial coding template and new codes added inductively. Results: Seventeen workshops, involving 100 trainees, and ten subsequent individual interviews were included. Trainees related to the social identity of an IM doctor and to stereotypes within the workplace. They described intergroup tensions resulting from a perception of differing priorities. They experienced outgroup derogation and the impact of role modelling those in their social group during their identity development. Discussion: The SIP provides a useful lens to understand the social phenomena at play for IM trainees. It confirms the expectation of conflict between specialties and negative perceptions of outgroups. There is a need to consider the hidden curriculum of socialisation in the workplace during training and the influence of the learning environment on identity development.</p