Convening Interdisciplinary Communities of Practice in an Institution of Higher Education

Communities of practice (CoP) are rich learning spaces that support knowledge creation, social engagement and practice improvement. In some university settings, there is a buoyant interest in creating and supporting interdisciplinary knowledge and practice. The purpose of the study was to apply an action research approach to explore the emergence of interdisciplinary communities of practice in a university context and to reflect on the practice of convening a CoP. How do communities of practice emerge and what approaches and practices nourish these groups? The authors of this study share a reflection on their role as convenors of CoP and on their work facilitating the emergence of these interdisciplinary groups

The Impossibly Hard Problem of Consciousness: Showing the hard problem of consciousness cannot be solved, and the way forward

I show the sort of solution currently commonly imagined as fitting the hard problem of consciousness is impossible to reach. The category mistake implicit in the problem can be dealt with, but the reformulated version will still never reach complete predictive ability and intuitiveness. Applications of this proof of impossibility and attempts by others to solve the hard problem are discussed. An overarching phenomenological-cognitive framework is proposed, partially to show the possibilities which are still open for those interested in discovering ‘consciousness-processes’

Eenum - Verduurzamen en Versterken:Koppelkansen in het Aardbevingsgebied

De afgelopen jaren heeft het aardbevingsgebied te maken gehad met veel ontwikkelingen. Momenteel staat het gebied voor grote opgaven rondom zowel het versterken en verduurzamen van woningen. Daar liggen mogelijkheden om beide opgaven tegelijk aan te pakken. Dit worden ‘koppelkansen’ genoemd. Dit onderzoek is erop gericht om inzichtelijk te maken wat de specifieke koppelkansen zijn in het dorp Eenum, wat de bereidheid en mogelijkheden van haar bewoners zijn om die (al dan niet gezamenlijk) op te pakken en welke rol lokale energiegroepen daarin kunnen spelen. Met die inzichten willen we Groninger dorpen op weg helpen in het voorbereiden en inrichten van de versterkings- en verduurzamingsopgave. Het onderzoek is van februari tot en met april 2020 uitgevoerd in Eenum. Vanuit het dorp verliep het contact via de werkgroep Duurzaam Eenum

Implantation of a Cushioning Injectable Implant Using Needle Arthroscopy in the Foot and Ankle and First Carpometacarpal Joint

Injectable implants constitute a newly developed treatment class in the battle against osteoarthritis. They consist of water-formulated supramolecular polymer, coming from a new class of resorbable biomedical materials, and are implanted in encapsulated joints in a liquid form, where they solidify to form a tough, elastic, and cushioning layer between the joint surfaces. To resort any effect, intra-articular delivery should be guaranteed, and the implant should be distributed throughout the entire joint space. Traditional implantation techniques do not seem to suffice for this new implant class, being either imprecise (traditional injection) or overly invasive (open procedures and traditional arthroscopic surgery). We describe a needle arthroscopic implantation technique to reap the benefits of both worlds, ensuring precise implant delivery while avoiding unnecessarily invasive procedures. This study depicts our needle arthroscopic technique for implantation of injectable implants in the ankle, first metatarsophalangeal joint, and first carpometacarpal joint.</p

‘You are not alone.’ An exploratory study on open-topic, guided collaborative reflection sessions during the General Practice placement

Background: To support professional development of medical students faced with challenges of the clinical phase, collaborative reflection sessions (CRSs) are used to share and reflect on workplace experiences. Facilitation of CRSs seems essential to optimise learning and to provide important skills for lifelong learning as a professional. However, little is known about which workplace experiences students share in CRSs without advance guidance on specific topics, and how reflecting on these experiences contributes to students’ professional development. Therefore, we explored which workplace experiences students shared, what they learned from reflection on these experiences, and how they perceived the value of CRSs. Methods: We conducted an exploratory study among medical students (N = 99) during their General Practice placement. Students were invited to openly share workplace experiences, without pre-imposed instruction. A thematic analysis was performed on shared experiences and student learning gains. Students’ perceptions of CRSs were analysed using descriptive statistics. Results: All 99 students volunteered to fill out the questionnaire. We found four themes relating to students’ shared experiences: interactions with patients, complex patient care, diagnostic or therapeutic considerations, and dealing with collegial issues. Regarding students’ learning gains, we found 6 themes: learning from others or learning from sharing with others, learning about learning, communication skills, self-regulation, determination of position within the healthcare team, and importance of good documentation. Students indicated that they learned from reflection on their own and peer’s workplace experiences. Students valued the CRSs as a safe environment in which to share workplace experiences and helpful for their professional development. Conclusions: In the challenging General Practice placement, open-topic, guided CRSs provide a helpful and valued learning environment relevant to professional development and offer opportunities for vicarious learning among peers. CRSs may also be a valuable tool to incorporate into other placements.</p